人教版高中英語(yǔ)選修8全冊(cè)教案(1)

1 選修 8 Unit 1 A land of diversity Period 1 Reading Teaching goals Enable the students to talk about things about the USA. Help the students learn the huge diversity of races and cultures in America, especially in California. Teaching important and difficult points Learn the huge diversity of races and cultures in California. Teaching methods Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids A map, a blackboard and a computer Teaching procedures Step 1 Warming up. Ask the students to describe what they learn about the USA. 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 Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California? 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 Read through the passage and get the main idea. Reading comprehension. Ask the students the following questions: 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. Beside each date note down an important event in Californian history. 2 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. 15,000 years ago 16th centure 1821 1846 1848 185000 First settlers crossed the Bening Strait from Asia. These people are now known as Native Americans. Spanish soldiers arrived in South America. California became part of Mexico. The US declared war on Mexico. Gold was discovered in California. California became the 31st state of the US. 3 Period 2 Extensive Reading Teaching aims: 1. Improve Ss ability of reading 2. 德育目標(biāo)： 了解美國(guó)多元文化，進(jìn)一步培養(yǎng)學(xué)生跨文化交際意識(shí)，為終身學(xué)習(xí)奠定良好基礎(chǔ)。 PART I READING (P8) Step 1. Fast reading: SB P7 PART 1. Step 2. Careful reading: Read Georges diary and answer the 5 questions on Page9 PART 2 Step 3. Pay attention to the main words, phrases and sentences(根據(jù)學(xué)生實(shí)際由集體備課確定 ) PART II READING TASK(WB P51) Step 1. Fast reading to find the main topic of each paragraph: Step 2. T explains some difficult points.(由 集體備課確定 ) Step 3. Homework ： read the passage fluently and recite some parts. 4 Period 3 Grammar Teaching aims Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. Help the students learn how to use the Noun Clauses. Teaching important and difficult points Differ the noun clauses. Teaching methods Analysis and have some discussions. Teaching procedures Step 1 Preparation Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are. 1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主語(yǔ)從句 ) 2)The fact that they arrived a long time before Europeans is what matters. Appositive clause(同位語(yǔ)從句 ) & Predicative clause(表語(yǔ)從句 ) 3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(賓語(yǔ)從句 ) Step 2 Discussion Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive. 名詞性從句 特征 主語(yǔ)從句 賓語(yǔ)從句 表語(yǔ)從句 同位語(yǔ)從句 Step 3 Analysis 1.高考考查熱點(diǎn) : 1)名詞性從句的語(yǔ)序（陳述句語(yǔ)序）； 2)幾對(duì)重要關(guān)聯(lián)詞的區(qū)別： whetherif, whatthat, whatwhatever, whowhoever, etc; 3)it 用作形式主語(yǔ)或形式賓語(yǔ)代替主語(yǔ)從句或賓語(yǔ)從句； 4）根據(jù)具體情景 選用適當(dāng)?shù)年P(guān)聯(lián)詞。 2.根據(jù)例句，討論： 1） whetherif 的區(qū)別 I. Please tell me if/whether you will go to the lectures tomorrow. II. It all depends on whether the sky will clear up. III. The question is whether the film is well worth seeing. IV. Whether he will be well tomorrow Im not sure. V. Whether it is true remains a problem. A.引導(dǎo)賓語(yǔ)從句，位于及物動(dòng)詞后 B.引導(dǎo)賓語(yǔ)從句，位于介詞后 C.引導(dǎo)賓語(yǔ)從句，放句首 D.引導(dǎo)表語(yǔ)從句，主語(yǔ)從句或同位語(yǔ)從句 whether: A, B, C, D if: A 5 2)Whatthat 的區(qū)別 I. I think that it is unnecessary for me to speak louder. II. His mother is satisfied with what he has done. III. That he was able to come made us happy. IV. This is what makes us interested. V. The reason was that Tod had never seen the million-pound note before. 所引導(dǎo)的從句中是否缺主語(yǔ)、表語(yǔ)或賓語(yǔ) 漢語(yǔ)意義 能否省略 What 缺 什么；所 的東西、事情 否 that 不缺 無意義 賓語(yǔ)從句中能省略 3） whowhoever; whatwhatever 的區(qū)別 I. The spoken English competition is coming. Who will attend the meeting hasnt been decided yet. II. I believe whoever takes part in the competition will try his best. III. Can you tell me what you would like to order? IV. Whatever happens, dont be surprised. V. All the food here is delicious. Just order whatever you like. 名詞性從句 讓步狀語(yǔ)從句 Who 表示 誰 / Whoever 表示 的任何人 表 不論誰 What 表 什么，所 的東西、事情 / Whatever 表 的任何東西 表 無論什么 4)常見的 it 作形式主語(yǔ)的結(jié)構(gòu) I. It is a fact that he won the match. II. It is necessary that we do study the English. III. It is known to all that light travels in straight lines. IV. It seemed that he would come here. 基本句型結(jié)構(gòu) 常用詞語(yǔ) It is + 名詞 + that 從句 It is a fact/a shame/a pity/no wonder/good news/that It is + 形容詞 + that 從句 It is necessary/strange/important/possible/likely/that 這類主語(yǔ)從句中 ,謂語(yǔ)動(dòng)詞常為 (should)+動(dòng)詞原形 It is + 過去分詞 + that 從句 It is said/reported/decided/known/that It + 不及物動(dòng)詞 + that 從句 It seemed/happened/doesnt matter/has turned out/that Step 4 Practice 1)Exs.3&4, Students Book P5 2)Make sentences using noun clauses as the subject, object, predicative and appositive. Step 5 Homework 1. Review what we have learnt today. 2. Translate sentences: 1)顯而易見 , 英語(yǔ)很重要 .(主語(yǔ)從句 ) 2)瑪利認(rèn)為他會(huì)幫助她 .(賓語(yǔ)從句 ) 3)我從來未到過那兒這事實(shí)是真的 .(同位語(yǔ)從句 ) 4)問題是我們下一步該怎么做 .(表語(yǔ)從句 ) 6 Period 4 Listening and speaking Teaching goals Train their listening and speaking abilities. eaching important and difficult points Help the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker. Teaching methods Pair work and group work, discussion and cooperation Teaching aids A recorder, a computer, and a blackboard Teaching procedures Step1 Listening The first time the students listen to the tape they are expected to listen for the gist only. Read Ex1 on page 6 with students so that they know what to listen for and play the recording right through without stopping. 4 Geographic areas of California 2 Where Georges tour started 3 California not as George expected 1 Where George is now 5 Californian people Read the postcard on page 6 with students and ask them to recall the missing information. Then play the tape right through while students listen for the missing details. Play it twice if necessary and then check answers by playing the tape again and stopping when the missing details are given. Dear Sam, Im here in Joshua Tree National Park, in the_southeastern_ part of California. Have been traveling around the state of _california_ for three weeks now. Very different from what I have seen in _American movies_ . Not everyone is _rich_ and not everyone lives near the _beach_. First traveled southeast through rich farmland then to the central part. They grow everything here including _cotton, nuts, vegetables_ and fruit. Cattle too. Then traveled further _southeast_ into mountains and _desert_.Californians are very friendly, and they are from many different _races_ and cultures. Every culture has its own _music_, _festivals_, food and art. Most interesting. Wish you were here. Give my love to Paula. George Tell the students that when they listen to this time they are to focus on what Christie, who is mainly listening, says. Play the tape and stop after each thing that Christie says so that students can write down her words according to the chart on page 7. Christies questions That is interesting. Where are you ? Cool. Where is that? You watch too many American movies. What are you doing down there? That is interesting. 7 How is the trip been? I wish I could see it for myself. What is it really like? That doesnt surprise me. Such as? Oh, I see. Hispanic? Sounds great 4.Get the students to compare their answers with their partners and check the answers. Step 2 Speaking With a partner hold a telephone conversation about a place you have visited recently. Sit back to back with your partner so you cant see each other. Partner A: Talk about where the place is , what the climate is like, what you thought about the people, and any other interesting things you saw or did. Partner B: Encourage your partner to talk by asking questions and making comments. 3. Swap roles. Partner B tells Partner A about hisher visit. Step 3 Homework Write a short passage about the place they have visited recently. 8 Period 5 Using Language Teaching goals 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 Improve the students reading ability (skimming and scanning). enable the students to grasp the useful words and expressions. Teaching methods Reading, discussion, cooperative learning Teaching procedures: Step 1 Lead-in Look at George s photos. Then quickly read George s diary. Write the days he saw these things under the photos. 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 Team up with: make an effort in cooperation with; work together with 與 協(xié)力從事 ,合作 Translate: He teamed up with an experienced worker in the project. 2.hire 解雇 fire 租 ,雇傭 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 He had nowhere to live in, so we took him in.接納 2)The dress needs to be taken in.改小 3)They listened to my lecture, but how much did they take in , I wonder?理 解 4)Dont let yourself be taken in by these politicians.欺騙 Take in 接受 ,接納 ,接待 吸收 ,領(lǐng)會(huì) ,理解 改小 (衣服 ) 包含 ,包括 欺騙 9 Take off 拆開 ,拆散 Take on 貶低 , 貶損名譽(yù)等 Take apart 從事 ,對(duì) .產(chǎn)生興趣 ,打聽 ,占用空間或時(shí)間 Take away from 脫下 ,脫去 ,起居 ,休假 ,離開 Take up 開始雇傭 ,露出 ,承擔(dān) ,接受 Step 3 Pair work and consolidation. Make sentences with the new words learned in this lesson. Step 4 Homework Read the passage again Prepare for the diction of the useful words and expressions of this unit 3. Prepare for the writing of the next lesson. 10 Unit 2 Cloning Period 1 Warming Up, Pre-reading, Reading & Comprehending Teaching Goals: 1. To arouse Ss interest in learning about cloning 2. To learn about the procedure of animal cloning and the life of Dolly the sheep 3. To develop Ss some basic reading skills. Teaching Procedures: Step 1. Leading-in Purpose: To activate Ss and arouse them to want to know about cloning. Look at the following pictures and have a free talk. 1.Do you know the name of the most famous sheep and how it is different from other sheep? Suggested Answer: Its name is the Dolly sheep. It was cloned while the others were born naturally. It is the copy of another sheep. 2.What is cloning? Suggested Answer: Cloning is a way of making an exact copy of another animal or plant. Step 2. Warming Up Purpose: To lead Ss to the topic of this unit through the discussion To get Ss to look at the pictures and discuss how they differ Suggested Answer: The first picture shows identical dogs. The smaller of the two dogs must be a man-made clone of the larger one. The other picture is about human twins. They are identical in sex and appearance and are good examples of natural clones. Step 3. Pre-reading Purpose: To arouse Ss interest in the text and encourage Ss to predict the content of the text. Get students to discuss what the passage talks about and how they understand the meaning of the title “Cloning : Where is it leading us?” Ask Ss to talk about the following questions. (1) What is cloning? (2) How is a clone produced? (3) Whats the function of cloning? (4) Whats the effect of the cloning? Suggested Answers: A clone is a group of cells or organisms that are genetically identical and have been produced asexually from the same original cell. They include natural and man-made clones he cloning of plants is simple and relatively easy. It can bee done by taking cuttings (man-made cloning) or letting the plant produce its own runners (natural cloning) . The cloning of animals is more complicated. It was not achieved until 1996 and is fully explained in the first reading. It is possible to use cloning to cure serious illnesses, and help infertile people have babies. People may want to clone themselves so they can live forever. People may want to clone dead children. People may want to clone their favorite pets. 11 Step 4. Fast reading Purpose: To get Ss to get some useful information. 1. Ask Ss to listen to the text and try to get the main idea of the text. 2. Ask Ss to read the text quickly and answer the following questions. Suggested Answer: (1) How many female sheep participate in the cloning of a new sheep? Three sheep. Suggested Answer: (2) How many major uses does cloning have and what are they? Cloning has two uses. One is to produce commercial quantities of plants and do research on new plants species and medical research on animals. Step 5. Intensive reading 做優(yōu)化方案和報(bào)紙。 Purpose: To get Ss to get a brief understanding of the text. 1. Ask Ss to read the text carefully and then decide which statements are true or false. (1) Cloning is a new topic. (2) When a gardener takes cuttings from growing plants to make new ones, we say the new ones are natural cloning. (3) Cloning animals is as complicated as cloning plants. (4) Dolly the sheep was the first successful clone of a mammal (5) Scientists were very excited to find that Dollys illnesses were more appropriate to a much older animal. (6) People s opinions on cloning were different. Suggested Answers: (1) F (2) T (3) F (4) T (5) F (6) T 2. Ask Ss to choose the right answer according to the text. (1) Which statement about Dolly the sheep is true? A. She looked exactly like the sheep that provides the egg. B. She was the exact copy of the sheep that provides the nucleus. C. She looked like the sheep that gave birth to it. D. She had the characteristics of all three sheep. (2) Choose the right order of the events given during the cloning procedure of Dolly the sheep a. Female sheep C bears the embryo b. The nucleus from sheep B and egg cell from sheep A join together. c. Female sheep B provides a somatic cell whose nucleus is taken out of d. The cell break up and grows into an embryo e. Female sheep A provides an egg cell whose nucleus is removed from. f. A lamb called Dolly is cloned. A. e, c, a, b, d, f B. e, a, c, d, f C. e, c, b, d ,a, f D. e, b, c, d, a, f (3) It can be inferred from the passage that a cloned animal A. usually lives as long as the donor one B. usually lives longer than the original one C. may die younger than the donor one D. is usually as healthy as the original one (4) Which of the following is not an advantage of cloning? 12 Cloning can be used for medical purposes. Large quantities of food can be produced by cloning. Cloning can help keep animals from becoming extinct. Famous persons who have passed away can be cloned. (5) What is peoples fear about human cloning? Which of the following is wrong? Cloned Hitlers would do harm to the world. Cloned people may be killed at will for medical aid. A woman would have difficulty recognizing her real husband. Men will die out because a woman can give birth to a baby without a husband. (6) We can infer from the last three paragraphs that A. the normal development of Dolly had no effect on the cloning of other species. B. Dollys serious disease and final death disturbed the whole world. C. Dolly successfully cloned a new lamb with the help of cloning scientists. D. there were arguments about animal cloning and concerns about clonings future. Suggested Answers: (1) D (2) C (3) C (4) D (5) D (6) D 3. Ask Ss to read the text again, and then discuss the main idea of each paragraph. Paragraph 1: What is cloning? Paragraph 2: Cloning has two major uses. Paragraph 3: The problems of Dolly. Paragraph 4: The effect of Dolly. Paragraph 5: It is forbidden to clone human beings. 4. Ask Ss to choose one of the following ques