人教版高中英語選修8全冊教案

1、選修 8黎巨森、蔣茹、羅培芳、羅麗霞Unit 1 A land of diversityPeriod 1 ReadingTeaching goalsEnable 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 pointsLearn the huge diversity of ra

2、ces and cultures in California.Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work.Teaching aidsA map, a blackboard and a computerTeaching proceduresStep 1 Warming up.Ask the students to describe what they learn about the USA.Ask the students to te

3、ll 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 readingRead through the p

4、assage and get the main idea.Reading comprehension.Ask the students the following questions:When you look at the title, what so you think of2) Why is the USA called a melting potStep 4 Detail readingBeside each cultural group , write the period in which they first came toCalifornia in large numbers.

5、Step 5 After readingWhy is California in the 21st century such a multicultural community (Using 3or 4 sentences to explain. )Step 6 HomeworkFinish “ Learning about language ” on page 4.Period 2 Extensive ReadingTeaching aims: 1. Improve Ss ability of reading2. 德育目標(biāo)：了解美國多元文化，進(jìn)一步培養(yǎng)學(xué)生跨文化交際意識，為終身學(xué)習(xí)奠定良好

6、基礎(chǔ)。PART 1 READING （P8）Step 1. Fast reading: SB P7 PART 1.Step 2. Careful reading: Read George s diary and answer the 5 questions on Page9PART 2Step 3. Pay attention to the main words, phrases and sentences（根據(jù)學(xué)生實際由集體備課確定）PART II READING TASK（WB P51）Step 1. Fast reading to find the main topic of each

7、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.Period 3 GrammarTeaching aimsEnable the students to use the Noun Clauses as the subject, object, predicative and oppositive.Help the students learn how to use the Noun Claus

8、es.Teaching important and difficult pointsDiffer the noun clauses.Teaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PreparationAsk the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.1）Whether native American

9、s arrived in California 15,000 years ago or 14,000 yearsago is not important. Subject clause（主語從句）2）The fact that they arrived a long time before Europeans is what matters.Appositive clause（ 同位語從句） & Predicative clause（ 表語從句）3）I believe that the native Americans were treated badly when the first

10、 Europeanscame. Object clause（ 賓語從句）Step 2 DiscussionAsk the students to differ the Noun Clauses as the subject, object, predicative and oppositive.Step 3 Analysis1. 高考考查熱點:1） 名詞性從句的語序（陳述句語序）；2） 幾對重要關(guān)聯(lián)詞的區(qū)別：whetherif, whatthat, whatwhatever, whowhoever, etc;3)it用作形式主語或形式賓語代替主語從句或賓語從句；4)根據(jù)具體情景選用適當(dāng)?shù)年P(guān)聯(lián)詞

11、。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.'m not sure.IV. Whether he will be well tomorrow IA.引導(dǎo)賓語從句, B.引導(dǎo)賓語從句, C.引導(dǎo)賓語從句, D.引導(dǎo)表語從句,V.

12、Whether it is true remains a problem.位于及物動詞后位于介詞后放句首主語從句或同位語從句whether: A, B, C, Dif: A2)Whatthat 的區(qū)另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.所引導(dǎo)的從句中是否缺主語

13、、表語或 賓語漢語意義能否省略What缺什么；所的東四、事情否that不缺無意義賓語從句中能省 略，tV. The reason was that Tod had never seen the million-pound note before.3) whowhoever; whatwhatever的區(qū)另1JI. The spoken English competition is coming. Who will attend the meeting hasn been decided yet.II. I believe whoever takes part in the competitio

14、n will try his best.III. Can you tell me what you would like to orderIV. Whatever happens, don ' t be surprised.V. All the food here is delicious. Just order whatever you like.名詞性從句讓步狀語從句Who表小誰/Whoever表示“的任何人”表“不論誰”What表“什么，所一的東西、事 情”/Whatever表“的任何東西”表"無論什么”4)常見的it作形式主語的結(jié)構(gòu)I. It is a fact th

15、at 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It is +名詞+ that 從句It is a fact/ashame/anews/that pity/nowonder/goodIt is+形容詞+ that從句Itisnecessary/strange/important/possib

16、le/likely/that 這類主語從句中，謂語動詞常為（should）+動詞原形It is +從句過去分詞 + thatIt is said/reported/decided/known/that It +句不及物動詞+ that 從Itseemed/happened/doesn' tout/ that matter/hastur nedStep 4 Practice1）&4, Students Book P52）Make sentences using noun clauses as the subject, object, predicative and apposit

17、ive.Step 5 Homework1. Review what we have learnt today.2. Translate sentences:1）顯而易見，英語很重要.（主語從句）2）瑪利認(rèn)為他會幫助她.（賓語從句）3）我從來未到過那兒這事實是真的.（同位語從句）4）問題是我們下一步該怎么做.（表語從句）Period 4 Listening and speakingTeaching goalsTrain their listening and speaking abilities.eaching important and difficult pointsHelp the stu

18、dents to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.Teaching methodsPair work and group work, discussion and cooperationTeaching aidsA recorder, a computer, and a blackboardTeaching proceduresStep1 ListeningThe first ti

19、me the students listen to the tape they are expected to listen for thegist 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 CaliforniaEvery culture has its own music_,festivals, food and art.Most i

20、nteresting. Wish you were here. Give my love to Paula.GeorgeTell 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 ch

21、art on page 7. the students to compare their answers with their partners and check the answers.Step 2 SpeakingWith a partner hold a telephone conversation about a place you have visited recently.Sit back to back with your partner so you can' t see each other.3. Swap roles. Partner B tells Partne

22、r A about hisher visit.Step 3 HomeworkWrite a short passage about the place they have visited recently.Period 5 Using LanguageTeaching goalsTarget languageUseful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a grea

23、t many.Teaching important and difficult pointsImprove the students ' reading ability (skimming and scanning).enable the students to grasp the useful words and expressions.Teaching methodsReading, discussion, cooperative learningTeaching procedures:Step 1 Lead-inLook at George' s photos. Then

24、 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.Step 2 Language pointsTeam up with: make an effort in cooperation with; work together with與協(xié)力從事,合作Translate:租，雇傭fire1)You are _fired, because you are

25、 so lazy for the work.2) I must hire_ a house when finding a job in the city.in接受，接納Take in改小（衣服包含,包括He had nowhere to live in, so we took him i2)The dress needs to be taken in. 般小 欺騙3)They listened to my lecture, but how much did they take in , I wonder理解4)Don' t let yourself be taken in by the

26、se politicians.欺騙He teamed up with an experienced worker in the project.Take off 拆開,拆散Take on貶低，貶損名譽等Take apartCx 從事，對.產(chǎn)生興趣，打聽，占用空間或時間Take away fromf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 HomeworkRead the p

27、assage againPrepare for the diction of the useful words and expressions of this unit3. Prepare for the writing of the next lesson.Unit 2 CloningPeriod 1 Warming Up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To arouse Ss ' interest in learning about cloning2. To learn about the pr

28、ocedure of animal cloning and the life of Dolly the sheep3. To develop Ss ' some basic reading skills.Teaching Procedures:Step 1. Leading-inPurpose: To activate Ss and arouse them to want to know about cloning.Look at the following pictures and have a free talk.you know the name of the most famo

29、us 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.is cloningSuggested Answer:Cloning is a way of making an exact copy of another animal or plant.Step 2. Warming UpPurpose:

30、 To lead Ss to the topic of this unit through the discussionTo get Ss to look at the pictures and discuss how they differSuggested Answer:The first picture shows a 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

31、are identical in sex and appearance and are good examples of natural clones.Step 3. Pre-readingPurpose: 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 “Cl

32、oning : Where is it leading us ”Ask Ss to talk about the following questions.(1) What is cloning(2) How is a clone produced(3) What s the function of cloning(4) What s the effect of the cloningStep 4. Fast readingPurpose: To get Ss to get some useful information.1. Ask Ss to listen to the text and t

33、ry 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 newsheepThree sheep.Step 5. Intensive reading做三維設(shè)計。Purpose: To get Ss to get a brief understanding of the text.2. Ask

34、Ss to choose the right answer according to the text.3. Ask Ss to read the text again, and then discuss the main idea of each paragraph. Paragraph 1: What is cloningParagraph 2: Cloning has two major uses.Paragraph 3: The problems of Dolly.Paragraph 4: The effect of Dolly.Paragraph 5: It is forbidden

35、 to clone human beings.4. Ask Ss to choose one of the following questions to discuss in groups. The leader of each group should write down every member s opinion, then the volunteers will show your group work to the whole class:(1) Do you support the idea of producing human embryos ( 胚胎 ) for medica

36、l purposes WhyDo you think a cloned human should have human rights Why(3) Do you think cloned humans will have the same talents as the original ones WhyStep 6. HomeworkAsk Ss to surf the Internet to find more information about cloning and prepare to present it to the class in the next class.Period 2

37、 learning about Language (1)Teaching Goals:1. To enable Ss to master key phrases and expressions.2. To enable Ss to learn how to use these words and expressions.Teaching Procedures:Step 1. Language studyPurpose: To train Ss listening ability and language capacity.1. Listen to the text and deal with

38、the language points in pairs.Match Column A with Column B2. Ss are divided into small groups and have a discussion. Find out difficult words and expressions and write the words and expressions on a piece of paper.3. Get Ss to display their papers by projector and tick out the most useful words and e

39、xpressions.4. Explain some important sentences for Ss.(1) It also happens in animals when twins identical in sex and appearance are produced from the same original egg.(2) Cloning scientists were cast down to find that Dolly's illnesses were more appropriate to much older animal.(3) Altogether D

40、olly lived for six years, half the length of the lifeof the originalsheep.(4) On the other hand, Dolly' appearance raised a storm of objectionand had a greatimpact on the media and public imagination.(5) Somecountries such as China and the UKcontinued to accumulate evidence of the abundant medic

41、al aid that cloning could provide.5. Explain some important words for Ss.Step 2. Consolidation.Purpose: To consolidate the words and phrases in the text.Ask Ss to complete the following sentences using suitable words or phrases2. Ask Ss to finish Ex3 on P13 and check the answers in pairs.3. Ask Ss t

42、o fill in the brackets to complete the passage below. Then let some Ss present their answers.Step 3. Homework1. Ask Ss to review the language points in this period.2. Ask Ss to finish the following exercises.(2) Ask Ss to u se “ raise ” or “ rise ” to fill the following blanks:Period 3 Learning abou

43、t Language (2)Teaching Goals:To get Ss to have knowledge of the grammar point: the apposition and appositive clause.To enable Ss to know the differences between the attributive clause and the appositive clause.Teaching Procedures:Step 1. Leading-in(1) Ask Ss to look at the following sentences and th

44、en find out the similarities.The news that our women s volleyball team had got the first place made all of us excited.The fact that our earth is round is known to us.I have no idea when we ll set off.(2) Get Ss to find out all the clauses in the reading text.Part3 Line 1: The whole scientific world

45、followed the progress of the first successful clone, Dolly the sheep.Part3 Line 2: The fact that she seemed to develop normally was very encouraging.Part3 Line 2:Then came the disturbing news that Dolly had become seriously ill.Part3 Line 6: Altogether Dolly lived for six years, half the length of t

46、he life of the original sheep.Step 2. Grammar point1. 概說英語里同位語也是一種名詞修飾語，單詞、 短語和從句都可用作同位語，最簡單而又常見的同位語是位于所修飾的先行詞之后，用來說明身份、職務(wù)、稱號等的名詞或名詞短語。下面就從同位語的引導(dǎo)方式、同位語的構(gòu)成來談?wù)動⒄Z同位語。2. 同位語的構(gòu)成(1) 名詞及其短語(有時有逗號隔開)George Bush， the present American president ， was the governor of the state of Texas (2) 動名詞短語(有逗號隔開)He enjoy

47、s the exercise ， swimming in winter (3) 不定式短語(有時有逗號隔開)There is one thing he'll never do tell lies (4) 形容詞及其短語(有逗號隔開)He， short and thin ， is unfit for the job (5) 介詞短語(有時有逗號隔開)As the head of the company, he had to explain what had happened . = He, the head of the company ， had to explain what had

48、 happened (6) 名詞性從句(其前面的先行詞一般都帶有定冠詞the ) 。這樣的先行詞有fact ， news，truth ， knowledge ， idea ， hope， question ， problem ， assumption 等。例如：You have yet to answer my question whether you can lend me your bike3. 同位語從句和定語從句都放在被修飾詞的后邊，從形式上來看，它們十分相似。從以下 幾個方面來談它們的區(qū)別。us English reached me yesterday .Step 3. Practi

49、cePurpose: To get Ss to know how to use the appositive clause1. Get Ss to fill in conjunctions and tell which sentences are apposition clauses and which are attributive clauses2. Ask Ss to finish Ex3 on P15 and Ex1 and Ex2 of Using Structures on P56.3. Divide Ss into some groups to hold a press conf

50、erence informing the public of cloning and get them to use as many appositive clauses as possible.Step 4. Homework1. Ask Ss to make some sentences including an apposition.2. Ask Ss to find the appositive clauses in the following passage as fast as possiblePeriod 4 Reading, discussing and writing (Us

51、ing Language) & Reading task (Workbook)Teaching Goals: To get Ss to learn more about cloning.To get Ss to think about the development of the cloning.Teaching Procedures:Step 1. Reading, discussing and writing (Using Language)1. Leading-inPurpose: To lead Ss to the topic and arouse the Ss interes

52、t in reading.Ask Ss to discuss the following questions.(1) Do you like dinosaurs Where have you seen them Can you see them in our real life Why(2) Do you think it is possible to clone dinosaurs Why2. Fast readingPurpose: To get a brief understanding of the text.(1) Ask Ss to read the text in two min

53、utes and try to get the main idea of the text.(2) Ask Ss to discuss the following questions and then answer them in pairs. Why shouldn t you clone an extinct anima l unless there is enough diversity in the group Why is it wrong to clone an extinct animal if it would have to live in a zoo Whycan t yo

54、u clone the DNAof animals that have been extinct longer than 10,000 years3. Intensive readingPurpose: To get Ss to have some details in the text.(1) Ask Ss to read the passage carefully and choose the best answer to complete each sentence.4. Language pointAsk Ss to go through the text, and find out

55、the following sentences and analyze them. Step 2. Reading task (Workbook)1. Leading-inDivide Ss into groups and ask them to discuss the following questions.2. Fast reading(1) Ask Ss to read the text quickly and try to get the main idea of the text.(2) Ask Ss to answer the following questions.3. Inte

56、nsive reading(1) Arrange a competition according to the following steps.(2) Ask Ss to red the text again and finish the exercise under the text.Step 3. Feeding back1. Ask Ss to ask some questions about the two passages learnt in this class.2. Ask some Ss to answer the questions first, and then teach

57、er makes a conclusion.Step 4. Homework1. Ask Ss to review what has been learned in this period.2. Ask Ss to preview Listening and speaking (Using Language) and Listening task (Workbook).Period5 Listening and speaking (1) (Using Language) & Listening task (Workbook)Teaching Goals:To develop Ss listening ability.To learn some more information about cloning.Teaching Procedures:Step 1. Listening