人教版高中英语选修8全册教案.doc

选修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.

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.

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.

Period 2 Extensive Reading

Teaching aims: 1. Improve Ss’ ability of reading
2. 德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，为终身学习奠定良好基础。
PART I READING (P8)
Step 1. Fast reading: SB P7 PART 1.
Step 2. Careful reading: Read George’s diary and answer the 5 questions on Page9 PART 2
Step 3. Pay attention to the main words, phrases and sentences(根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 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 Discussion
Ask 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 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：whether\if, what\that, what\whatever, who\whoever, 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）whether\if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 well tomorrow I’m 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)What\that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.
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）who\whoever; what\whatever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 me what you would like to order?
IV. Whatever happens, don’t 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“不论谁”
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作形式主语的结构
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.
基本句型结构
常用词语
It is + 名词 + that从句
It is a fact/a shame/a pity/no wonder/good news/…that…
It 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/…that…
It + 不及物动词 + that从句
It seemed/happened/doesn’t 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)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.
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 George’s 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,
I’m 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.
Christie’s 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.
How is the trip been?
I wish I could see it for myself.
What is it really like?
That doesn’t 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 can’t 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. S. Partner B tells Partner A about his\her visit.
Step 3 Homework
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, 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.
Take in
接受,接纳,接待
吸收,领会,理解
改小(衣服)
包含,包括
欺骗
3.take in

He 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)Don’t let yourself be taken in by these politicians.欺骗
Take off 拆开,拆散
Take on 贬低, 贬损名誉等
Take apart 从事,对…..产生兴趣,打听,占用空间或时间
Take away from 脱下,脱去,起居,休假,离开
Take up 开始雇佣,露出,承担,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.

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) What’s the function of cloning?
(4) What’s 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.
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 fol