人教版高中英语选修8全册教案2.docx

选修8 Unit 1 A land of diversity Period 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 races 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.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-readingAsk the students to tell things about California including its location, size, population, economy, history etc. What do you learn about CaliforniaShow 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 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. 15,000 years ago16th centure182118461848185000First 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.Step 4 Detail reading Beside each cultural group , write the period in which they first came to California in large numbers.Cultural groupsPeriodsCultural groupsPeriodsRussians early 1800sJapanese Early 1900sChinese Late 1840s/early 1850sCambodians From about the 1970sAfricans 1800sKoreans From about the 1970Italians Late 1800sDanish 1911Jewish 1920sPakistanis From about the 1970sStep 5 After reading Why is California in the 21st century such a multicultural community (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language” on page 4. Period 2 Extensive ReadingTeaching aims: 1. Improve Ss ability of reading 2. 德育目的：理解美国多元文化，进一步培育学生跨文化交际意识，为终身学习奠定良好根底。 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 2Step 3. Pay attention to the main words, phrases and sentences(依据学生实际由集体备课确定)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.(由集体备课确定)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 Clauses.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 Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主语从句)2)The fact that they arrived a long time before Europeans is what matters. Appositive clause(同位语从句) & Predicative clause(表语从句)3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句)Step 2 DiscussionAsk the students to differ the Noun Clauses as the subject, object, predicative and oppositive.名词性从句特征主语从句 宾语从句 表语从句 同位语从句 Step 3 Analysis1.高考考察热点:1)名词性从句的语序（陈述句语序）；2)几对重要关联词的区分：whetherif, whatthat, whatwhatever, whowhoever, etc;3)it用作形式主语或形式宾语代替主语从句或宾语从句；4）依据详细情景选用适当的关联词。2.依据例句，探讨：1）whetherif的区分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.引导宾语从句，位于及物动词后B.引导宾语从句，位于介词后C.引导宾语从句，放句首D.引导表语从句，主语从句或同位语从句whether: A, B, C, Dif: A2)Whatthat的区分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.所引导的从句中是否缺主语、表语或宾语汉语意义能否省略What缺什么；所的东西、事情否that不缺无意义宾语从句中能省略3）whowhoever; whatwhatever的区分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 orderIV. Whatever happens, dont be surprised.V. All the food here is delicious. Just order whatever you like.名词性从句让步状语从句Who表示“谁”/Whoever表示“的任何人”表“不管谁”What表“什么，所的东西、事情”/Whatever表“的任何东西”表“无论什么”4)常见的it作形式主语的构造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.根本句型构造常用词语It is + 名词 + that从句It is a fact/a shame/a pity/no wonder/good news/thatIt is + 形容词 + that从句It is necessary/strange/important/possible/likely/that这类主语从句中,谓语动词常为(should)+动词原形It is + 过去分词 + that从句It is said/reported/decided/known/thatIt + 不及物动词 + that从句It seemed/happened/doesnt matter/has turned out/thatStep 4 Practice1)Exs.3&4, Students Book P52)Make sentences using noun clauses as the subject, object, predicative and appositive.Step 5 Homework1. Review what we have learnt today.2. Translate sentences: 1)自不待言, 英语很重要.(主语从句) 2)玛利认为他会扶植她.(宾语从句)3)我从来未到过那儿这事实是真的.(同位语从句)4)问题是我们下一步该怎么做.(表语从句) Period 4 Listening and speakingTeaching goalsTrain their listening and speaking abilities.eaching important and difficult pointsHelp the students 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 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 peopleRead 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.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 chart on page 7.Christies questionsThat is interesting.Where are you Cool.Where is thatYou watch too many American movies.What are you doing down thereThat is interesting.How is the trip beenI wish I could see it for myself.What is it really likeThat doesnt surprise me.Such asOh, I see.HispanicSounds great4.Get 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 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 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 great 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 learning Teaching procedures:Step 1 Lead-inLook at Georges photos. Then quickly read Georges diary. Write the days he saw these things under the photos.Read Georges diary more slowly and answer the questions.1.Why did Andrew Hallidie invent the cable car system2. Where did George eat lunch on his first day in San Francisco3. Why did George hire a car Why do you think he joined up with Terri and Peter4. Name three things that visitors can do in Chinatown.5. What is Alcatraz Island famous for3. Read Georges 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 diaryStep 2 Language pointsTeam 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 辞退 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.Take in承受,接纳,接待汲取,领悟,理解改小(衣服)包含,包括欺瞒3.take inHe had nowhere to live in, so we took him in.接纳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.欺瞒Take off 拆开,拆散 Take on 贬低, 贬损声誉等Take apart 从事,对.产生爱好,打听,占用空间或时间Take away from 脱下,脱去,起居,休假,分开Take up 开场雇佣,露出,担当,承受Step 3 Pair work and consolidation.Make sentences with the new words learned in this lesson.Step 4 HomeworkRead the passage againPrepare for the diction of the useful words and expressions of this unit3. Prepare for the writing of the next lesson. Unit 2 Cloning Period 1 Warming Up, Pre-reading, Reading & ComprehendingTeaching Goals: 1. To arouse Ss interest in learning about cloning2. To learn about the procedure 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.1.Do you know the name of the most famous sheep and how it is different from other sheepSuggested 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 discussionTo 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 cloningSuggested 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 cloneshe 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.Step 4. Fast readingPurpose: 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.