2022年人教版高中英语选修教案 .pdf

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1、人教版高中英语选修8 教案Unit 1 A land of diversity 教学内容分析：本单元主要围绕了具有多元文化的美国这一主题展开，其中重点介绍了佳利福尼亚州的多元文化特征。 本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。本单元所涉及的要点：通过了解美国的多元文化特征，培养学生跨文化交际意识；通过对加州移民的深入了解，使学生认识到“美国是民族的熔炉”；掌握本单元教学目的和要求中词汇的用法；掌握在书面表达中如何使用“方向和位置” 来介绍一个地方和描述一个事件，以及鼓励别人说话的方法；掌握名词性从句的具体用法。Period 1 Reading Teachi

2、ng goals 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. Teaching important and difficult points Learn the huge diversity of races and cultures in California. Teaching methods Fast an

3、d 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. 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

4、 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 pictur

5、es and encourage students not only to say what each picture is bout 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 ?

6、 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 k

7、inds gradually get mixed together. 3. Beside each date note down an important event in Californian historytep 5 After reading Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. ) Step 6 Homework 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - -

8、 - - - 名师精心整理 - - - - - - - 第 1 页，共 16 页 - - - - - - - - - Finish “ Learning about language ” on page 4. Period 2 Language points Teaching aims: 1. Learn expressions and phrases. 2. Learn language points. Teaching important points: Language points Teaching methods: Presentation and practice Teaching

9、 procedures Step 1 Revision Retell the passage Step 2 phrasesStep 3 Language points 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 (

10、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 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

11、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. 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:

12、 translation 1.我就是想不起他的名字.(occur) His name just didnt 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 underst

13、ood by means of signs. Step 5 Homework Review the language points. Period 3 Grammar Teaching aims 1. Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. 2. Help the students learn how to use the Noun Clauses. Teaching important and difficult points Differ

14、the noun clauses. Teaching methods Analysis and have some discussionTeaching 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

15、,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 ) 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页，共 16 页 - - - - - - - - - 3)I be

16、lieve that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句 ) Step 2 Discussion Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive. Step 3 Analysis 1.高考考查热点: 1)名词性从句的语序（陈述句语序）；2)几对重要关联词的区别：whetherif, whatthat, whatw

17、hatever, 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）根据具体情景选用适当的关联词。 2.根据例句，讨论： 1）whetherif 的区别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

18、 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, D if: A 2)Whatthat 的区别I. I think that it is unnecessary for me to speak louder. II. His mother is satisfied with what he has dones Teaching procedu

19、res 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(主语从句 ) 2)The fact that they arrived

20、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 Discussion Ask the students to differ the Noun Clauses as the subject, object, pred

21、icative 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 Analysis 1.高考考查热点 : 1)名词性从句的语序（陈述句语序）；2)几对重要关联词的区别：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）根据具体情景选用适当的关联词。 2.根据例句，讨论： 1）whetherif 的区别I. Please tell me if/whether you will go to the lectures tomorrow. I

22、I. 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, D if: A 2)Wha

23、tthat 的区别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. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 3 页，共 16 页 - - - -

24、 - - - - - V. The reason was that Tod had never seen the million-pound note before3）whowhoever; whatwhatever 的区别I. The spoken English competition is coming. Who will attend the meeting hasn t been decided yet. II. I believe whoever takes part in the competition will try his best. III. Can you tell m

25、e what you would like to order? IV . Whatever happens, dont be surprised. V. All the food here is delicious. Just order whatever you like. 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 wha

26、t we have learnt today. 2. Translate sentences: 1)显而易见 , 英语很重要 .(主语从句 ) 2)玛利认为他会帮助她.(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 speaking Teaching goals Train their listening and speaking abilities. Teaching important and difficult points Help the students to talk a

27、bout 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 1. The first time th

28、e 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 George s tour started 3 California not as George expected

29、 1 Where George is now 5 Californian people 2. 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 sto

30、pping when the missing details are given 3.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. 4.

31、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. 1. Sit back to back with your partner so you cant see each other. 2. Partner A: Talk about where the place is , w

32、hat 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 名师资料总结 - - -精品资料欢迎下载 - - - - -

33、- - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页，共 16 页 - - - - - - - - - Write a short passage about the place they have visited recently. Period 5 Using Language Teaching goals Target language Useful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull, immigrat

34、ion, 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. Teaching methods Reading, discussion, cooperative learning Teaching procedure

35、s: 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 S

36、an Francisco? . 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

37、 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 y

38、ou are so lazy for the work. 2) I must _hire_ a house when finding a job in the city. 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.

39、 Prepare for the writing of the next lesson Period 6 Writing Teaching goals 1 Enable the students to take an active part in searching for information and discussion. 2 Enable the student to writ a short group essay about a city, province or zone in China and improve the students ability of writing.

40、3 Enable the students to share their essays with other groups. Teaching important and difficult points How to organize and write a short essay about a city, province or zone. Teaching methods Research, cooperative learning Teaching aids 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理

41、 - - - - - - - 第 5 页，共 16 页 - - - - - - - - - A computer or some pictures Teaching procedures: Step 1 Discussion 1. Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about. 2. Get the students to discuss their choices with other

42、 groups and make sure that each group will be writing about a different place. 3. Once the students have decided on a place, ask them to discuss what topics they will write about and in what order they will write about them. Here are some examples of topics. Step 2 1. Get the students to give each p

43、erson in the group one of the topics from the list to write a paragraph about. 2. when everyone has finished, ask the students to read the paragraphs aloud in the correct order, making suggestions for improving each others writing and check each others spelling, punctuation and grammar. 3. Get the s

44、tudents to decide what they want to write in concluding paragraph. It should make a common on the future development of this place. 4. Ask the students to write a clean copy of the whole essay. 5. Put in maps, pictures, tables or charts where necessary to make it attractive. Step 3 Sharing Make a wa

45、ll display or a class booklet containing the essays from every group. Unit 2 Cloning The First Period Warming Up, Pre-reading and Reading Step I Lead-in This topic is difficult for students. So teacher should help the students learn more about it. Do this in the way of asking and answering questions

46、. ask the students several questions: 1. Do you want to be cloned or not? Why? 2. If you are the judge what will you do? 3. Can you tell me the advantages of cloning? 4. And what is the disadvantage? Discussion In this part the students will discuss the relationship between the development of techno

47、logy and social customs. Step II Pre-reading Before class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other. T: Now please work in pairs and discuss about cloning. Then list the questions you want to fi

48、nd out. Share your list with your partner. Ss: Yes, sir / madam. Questions about cloning: 1. What is a clone? 2. How is a clone produced? 3. What benefits can humans gain from cloning? 4. What problems may arise when humans are cloned 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 -

49、 - - - - - - 第 6 页，共 16 页 - - - - - - - - - 5. Should we clone human? 6. Could cloning replace sex as the means of creating new human life? 7. Could a parent clone a child who is dying of a terminal illness? Step III While- reading Get the students to comprehend the passage quickly and accurately an

50、d meanwhile help the students form a good habit of reading. T: Have you not the answers of your questions? Now please skim the passage fast to obtain a general understanding of the whole passage into several parts and find out the main idea of each part. Show the following. Para. 1 Cloning is a way