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人教版高中英语选修8全册教案

选修8

黎巨森、蒋茹、罗培芳、罗丽霞

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.

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

2) Why is the USA called a melting pot

Step 4 Detail reading

Beside each cultural group , write the period in which they first came to California in large numbers.

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 George’s diary and answer the 5 questions on Page9 PART 2

Step 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 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. Step 3 Analysis

1.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：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〕依据详细情景选用适当的关联词。

2.依据例句，探讨：

1〕whether\if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 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.

3〕who\whoever; what\whatever的区分

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.

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.

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)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 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

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.

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 ot her.

3. Swap roles. 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.

Step 2 Language points

Team up with: make an effort in cooperation with; work together with及……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.

理解

4)Don’

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 开始雇佣,露出,承担,承受

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:

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 S s’ 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

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.

Step 5. Intensive reading

做三维设计。

Purpose: To get Ss to get a brief understanding of the text.

2. Ask 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 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 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 medical purposes Why

Do 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 Why

Step 6. Homework

Ask 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 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 study

Purpose: To train Ss’ listening ability and language capacity.

1. Listen to the text and deal with the language points in pairs.

Match Column A with Column B

2. 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 expressions.

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 Dolly lived for six years, half the length of the life of the original sheep.

(4) On the other hand, Dolly` appearance raised a storm of objection and had a great impact on the media and public imagination.

(5) Some countries such as China and the UK continued to accumulate evidence of the abundant medical 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 phrases

2. Ask Ss to finish Ex3 on P13 and check the answers in pairs.

3. Ask Ss to fill in the brackets to complete the passage below. Then let some Ss present their answers.

Step 3. Homework

1. 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 about 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 then 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 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 the life of the original sheep. Step 2. Grammar point

1. 概说

英语里同位语也是一种名词修饰语，单词、短语和从句都可用作同位语，最简洁而又常见的同位语是位于所修饰的先行词之后，用来说明身份、职务、称号等的名词或名词短语。下面就从同位语的引导方式、同位语的构成来谈谈英语同位语。

2. 同位语的构成

(1) 名词及其短语〔有时有逗号隔开〕

George Bush，the present American president，was the governor of the state of Texas．

(2) 动名词短语〔有逗号隔开〕

He enjoys the exercise，swimming in winter．

(3) 不定式短语〔有时有逗号隔开〕

There is one thing he'll never do—tell lies．

(4) 形容词及其短语〔有逗号隔开〕

He，short and thin，is unfit for the job．

(5) 介词短语〔有时有逗号隔开〕

As the head of the company，he had to explain what had happened．＝He，the head of the company，had to explain what had happened．

(6) 名词性从句〔其前面的先行词一般都带有定冠词the〕。这样的先行词有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 bike．

3. 同位语从句和定语从句都放在被修饰词的后边，从形式上来看，它们非常相像。从以下几个方面来谈它们的区分。

us English reached me yesterday .

Step 3. Practice

Purpose: To get Ss to know how to use the appositive clause

1. Get Ss to fill in conjunctions and tell which sentences are apposition clauses and which are attributive clauses

2. 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 conference informing the public of cloning and get them to use as many appositive clauses as possible.

Step 4. Homework

1. Ask Ss to make some sentences including an apposition.

2. Ask Ss to find the appositive clauses in the following passage as fast as possible

Period 4 Reading, discussing and writing (Using 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-in

Purpose: To lead Ss to the topic and arouse the Ss’ interest 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 Why

2. Fast reading

Purpose: To get a brief understanding of the text.

(1) Ask Ss to read the text in two minutes and try to get the main idea of the text.

(2) Ask Ss to discuss the following questions and then answer them in pairs.

①Why shouldn’t you clone an extinct animal unless there is enough diversity in the group

②Why is it wrong to clone an extinct animal if it would have to live in a zoo

③Why can’t you clone the DNA of animals that have been extinct longer than 10,000 years

3. Intensive reading

Purpose: 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 point

Ask Ss to go through the text, and find out the following sentences and analyze them.

Step 2. Reading task (Workbook)

1. Leading-in

Divide 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. Intensive 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 back

1. 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 teacher makes a conclusion.

Step 4. Homework

1. 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 and speaking (1) (Using Language)

1. Leading-in

Purpose: To activate Ss and arouse them to express their opinions.

(1) Ask Ss to discuss the following questions with their partners in groups of four

What is your favorite pet If it dies and it is the only one you like in the world, what can you do

(2) Get Ss to ask each other the questions, and then ask them to present them before the class.

(1) Do you think cloning is cruel to the animals

(2) What problems arise when scientists make an animal cloning

2. Listening

1. Ask Ss to listen to the tape and finish Ex1 of Listening and speaking on P17.

2. Ask Ss to listen to the dialogue, focus on the subjects mentioned in the passage, and then answer the following question.

3. Play the tape again and complete the following form.

Step 2. Listening task (Workbook)

1. Leading-in

Purpose: To help Ss learn about the context of the Listening text.

Divide Ss into four groups and discuss the following questions.

2. Listening

(1) Ask Ss to listen to the dialogue, focus on the subjects mentioned in the passage, and then answer the question.

(2) Ask Ss to listen again and finish Ex1 on P57.

(3) Play the tape for the third time and ask Ss to finish Ex2 and check the answers in pairs.

(4) Play the tape again and ask Ss to retell the dialogue in pairs according to the following form.

1. Ask Ss to continue discussing the topic of cloning with their partners.

2. Ask Ss to get on the line and prepare something for Speaking task (Workbook).

Period 6 Listening and speaking (2) (Using Language) &Writing task (Workbook)

Teaching Goals:

1.To develop Ss’ speaking and writing ability.

2.To enable Ss to use the expression to express their opinions.

3. To learn some information about cloning.

Teaching Procedures:

Step 1. Listening and speaking (2) (Using Language)

Purpose: To encourage Ss to express their personal opinions about animal cloning.

1. Get Ss to prepare a discussion in pairs according to the information in Ex3 on P17～18. (every member should take notes when they are preparing).

2. Get Ss to have the class discussion by using these words and phrases on P18 which may be useful during the discussion

3. Divide Ss into four groups and ask them to discuss how to give a speech

4. Divide Ss into two groups to have a debate.

Topic: Are you for or against cloning

Step 2. Writing task (Workbook)

3. Get Ss to write their articles and exchange their articles and correct the mistakes. They are expected to assess the writing. First , students are supposed to give a general mark with their general impression of the writing. Then they are expected to assess the writing in the three aspects, content language, and organization. Ss have to correct the mistakes or point out the mistakes by underlining the words, phrase or sentences with＂＿＿＿＿＿＂．Students are also expected to underline the beautiful words, phrases o r sentences with “_______〞. After the assessment, the groups will discuss how to correct the mistakes.

4. The writings with the high levels will be shown on the projector so that the whole class can appreciate them.

Step 3. Homework

1. Ask Ss to review what has been learned in this unit.

2. Ask Ss to preview the next unit.

Period 6 Writing

Teaching goals

Enable the students to take an active part in searching for information and discussion.

Enable the student to writ a short group essay about a city, province or zone in China and improve the students’ ability of writing.

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

A computer or some pictures

Teaching procedures:

Step 1 Discussion

Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about.

Get the students to discuss their choices with other groups and make sure that each group will be writing about a different place.

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.

Step 2

Get the students to give each person in the group one of the topics from the list to write a paragraph about.

Get the students to decide what they want to write in concluding paragraph. It should make a common on the future development of this place.

Ask the students to write a clean copy of the whole essay.

Put in maps, pictures, tables or charts where necessary to make it attractive.

Unit 3

The First Period Speaking

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

discovery, application, evaluate, presentation, alternative, messenger, get together, make a case for, add up

2. Ability goals实力目的

Enable the students to talk about information and different.

3. Learning ability goals 学能目的

Help the students learn how to talk about inventions and discoveries.

Teaching important & difficult points教学重难点

How to talk about inventions and discoveries.

Teaching methods教学方法

Discussion.

Teaching aids教具打算

A computer and a projector.

Teaching procedures & ways教学过程及方法

Step I Warming up

Talk about inventions and discoveries.

Show the following.

1. Which o these pictures show inventions Does any of them show discoveries

2. Work out two rules that will help you decide what is a discovery and what is an invention Show the following.

What modern inventions do you know Describe them to your partner and how useful they are in life today.

Step II Talking

Step III SPEAKING TASK (假设时间缺乏，可改为作业)

Step IV Project

Step V Homework

Ask the students to do the following.

1. Search for more information about mobiles on the Internet.

2. Prepare for the listening part on page 26.

The Second Period Grammar

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

committee, bear, jam, mess, expectation, embarrasses, traffic jam, set about, take up

重点句子

So nothing went according to plan and that is why …

The twin sisters are so much alike that …

The weather upset …so much that …

When I watch …, I feel as if …

2. Ability goals实力目的

Enable the students to use the past particles as the attribute, predicative and object complement 3. Learning ability goals 学能目的

Help the students lean how to use the past particles as the attribute, predicative and object complement

Teaching important & difficult points教学重难点

How to use the past particles correctly

Teaching methods教学方法

Task-based method, individual work and practice

Teaching aids教具打算

A computer and a projector, a blackboard

Teaching procedures & ways教学过程及方法

Step I Revision

Check the students’ homework and ask the student to retell the text.

Step II Grammar focus

Ask Ss an array of questions:

What’ the function of the words in bold

What kind of voice do they have Why

What part of speech does each of them have

What’the difference between the structures of the first two sentences Can you rewrite them in attributive clause

Step III Discovering Useful Structure

Step IV Practice 〔Using Structures in Workbook〕

Ask the Ss to look at the pictures on page 65 and try to talk about them using the –ing form and the past participles. (In an asking and answering way.)

If time permits, continue Exercise designed for practice of past participle in workbook.

Step V Homework

Ask the students to do the followings.

1. Finish the Exercise in work book and supplement material on grammar

2. Preview the reading materials in Using Language

TheThird Extensive Reading

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beaten track, dive into, set out (to do), in truth

重点句子

He found that by pressing his lips against …

He designed a machine that …

Although he will always be known for …, he was …

He realized that by understanding how …

2. Ability goals实力目的

Enable the Ss to learn about the famous inventor Alexander Graham Bell and his inventions.

3. Learning ability goals 学能目的

Help the Ss learn how the famous inventor Alexander Graham Bell invented telephones Teaching important & difficult points教学重难点

How the famous inventor Alexander Graham Bell invented telephones

Teaching methods教学方法

Task-based method, listening and reading

Teaching aids教具打算

A computer and a projector, a recorder

Teaching procedures & ways教学过程及方法

Step I Revision and Lead-in

Check the homework. Get the Ss to put the following sentences into English.

Step II Pre-reading

Step III Listening & Reading

Ask the Ss to listen to the recording and try to answer the questions.

Step IV Reading Task

Do you know about the world famous painting “Mona Lisa〞

Sure. The woman is very attractive especially with her perfect smile!

Do you know who painted the great picture

Yes. His name is Leonardo da Vinci, a great Italian artist.

Do you think Leoanrdo da Vinci is really a good painter What else do yo know he is famous for Then ask the Ss to do exercise 1 and exercise 2

Ask the Ss to do Exercise 3, that is, having a discussion

Step V Reading Task

Ask Ss to write a short article to introduce Da Vinci

Finish Exercises in Best English.

The Four Period Writing

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

Assistant, grateful, version, debate, conclusion, reaction, leave out, attract attention, water container

重点句子

I would like to apply to become…

I would be grateful if you could…

If that is the case, you must discuss which…

2. Ability goals实力目的

Enable the Ss to write a successful letter to apply for a job

3. Learning ability goals 学能目的

Help Ss learn how to write an application letter for a certain job

Teaching important & difficult points教学重难点

How to write an application letter

Teaching methods教学方法

Task-based method, Teaching aids教具打算

A computer and a projector

Teaching procedures & ways教学过程及方法

Step I Revision and Lead-in

Check the homework. Ask some Ss to show their work.

Step II Pre-Writing

StepⅢ Writing

T: Next, please write a letter to apply for the job as an assistant, please read the instructions in the writing part on page 27 first.

Step ⅣWriting Task (page 68)

T: look at the writing task on page 68, read the instructions and write an entry for an encyclopedia. Leaving it for homework.

Step Ⅴ Homework

Ask the Ss to complete the writing task in workbook.

Ask the Ss to summarize what they have learned in this unit and prepare for the next unit.

Unit4 The First Period Speaking

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

adaptation, plot, professor, Pygmalion

2. Ability goals实力目的

Enable the students to talk about the Greek story Pygmalion

3. Learning ability goals 学能目的

Help the students learn how to talk about the Greek story Pygmalion

Teaching important & difficult points教学重难点

Help the students learn how to talk about the Greek story Pygmalion and tell the similarities and differences between the story and the play Pygmalion

Teaching methods教学方法

Discussion.

Teaching aids教具打算

A computer and a projector.

Teaching procedures & ways教学过程及方法

Step I Lead-in

Talk about the Pygmalion Effect.

Step II Warming-up

Ask Students to look at a group of three pictures and try to describe them in their own words. Step III Discussion

Make a brief introduction about Shaw.

Step V Homework

Ask the students to do the following.

1. Find more information about Pygmalion

2.Pre-read the play and get ready for the next period.

The Second Period Reading

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

officer, hesitate, uncomfortable, trouble-some, outcome, disguise, brilliant, classify, mile, betray, dismiss, condemn, ambassador, acquaintance, handful, fortune, in disguise, pass off as, make one’s acquaintance, in amazement

重点句子

An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society.

The English that will condemn her to the gutter to the end of her days.

Perhaps I could even find her employment as a lady’s maid or a shop assistant, which requires better English.

2. Ability goals实力目的

Enable the Ss to talk bout the play and use the play to work out the characteristics of each social group.

3. Learning ability goals 学能目的

Help the Ss learn how to talk about the play and use the play to work out the characteristics of each social group.

Teaching important & difficult points教学重难点

How to talk about the role of the play and work out the characteristics of each social group Teaching methods教学方法

Listening, reading and discussion

Teaching aids教具打算

A computer and a projector, a recorder

Teaching procedures & ways教学过程及方法

Step I Revision and Lead-in

Review the story Pygmalion

Step II Reading

Deal with the Reading part. Play the tape for the Ss to listen. Then analyze the play.

Ask the students to read through the text. While reading, pay attention to the writing

style.

Skimming

Ask the Ss to read the play quickly and answer the questions.

Scanning

Ask three students to read to the play while other students scan it and get ready to answer the questions:

According to Higgins, if a person is very poor, he or she can still be better off at last. Do you agree with him If so, how to realize the aim

Who can complete the last sentence in the first line on page 30: Now once taught by me…

What other things show one’s statue in society apart from how one speaks

Do you think Pickering if of the upper class

Language points

Ask if the students have some difficulties in understanding the play, if so, make some explanation.

I can place any spoken conversation within six miles. (Professor Higgins can classify or make a judgment about one’s pronunciation.

But they betray themselves ever time they open their mouths. (When one speaks to the others, people can judge the person form the way he /she speaks.

Step III Comprehending

Ask Ss to listen to the tape as carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main idea of the play as well.

And then fill in the blanks on page 30

Step IV Discussion

Ask Ss to do part 5 on page 31.

T: Suppose you have a chance to help Eliza improve her use of the English language. Look at the sentences on page31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly.

Step V Homework

Read the play repeatedly and try to act out it.

Preview the grammar part.

The Third Period Grammar

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

in return, in trouble, in disguise, in amazement, in plain, in delight, in shock

Grammar: Past participle as the adverbial

2. Ability goals实力目的

Enable the students to use the past particles as the adverbial

3. Learning ability goals 学能目的

Help the students lean how to use the past particles as the adverbial

Teaching important & difficult points教学重难点

How to use the past particles as adverbial correctly

Teaching methods教学方法

Task-based method, individual work and practice

Teaching aids教具打算

A computer and a projector, a blackboard

Teaching procedures & ways教学过程及方法

Step I Revision

Check the students’ homework and ask the student to act out the play.

T: Yesterday I asked you to prepare for the play-acting. Have you prepared Now I want to ask three students to have a try.

After they have finish, make some comments on their performance.

Step II Word Study

Ask the Ss to finish Exx.1 and 2 in learning about language.

Then check the answers with the class.

T: There are some “in〞expressions. You should pay attention: there is not “the〞in these expressions. Do you know the meaning of them

Step III Grammar

First ask the students to find out the examples of the past participle as the adverbial in the play. Sample sentences:

An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28

But, sir, (proudly) once educated to speak properly, the girl could pass herself off in three months as a duchess at an ambassador’s garden party. P30

Step V Homework

Ask the students to do the followings.

1. Finish the Exercise in work book and supplement material on grammar

2. Preview the reading materials in Using Language

The Fourth Period Extensive Reading

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show… in, the other day, take away, in need of, fade out

重点句子

I’m not asking any favours--- and he treats me like dirt.

I’d never have come if I’d known about this disgusting thing you want to do to me, I…

What’s to become of me

2. Ability goals实力目的

Enable the Ss to learn about the play Making the bet

3. Learning ability goals 学能目的

Help the Ss learn how to talk about the play Making the bet

Teaching important & difficult points教学重难点

How to talk about the play Making the bet

Teaching methods教学方法

Task-based method, listening and reading

Teaching aids教具打算

A computer and a projector, a recorder

Teaching procedures & ways教学过程及方法

Step I Revision and Lead-in

Check the homework.

Ask the Ss to review Act One: Fateful meetings.

)

Step IV Reading Task

Read the play once again.

Pre-listen to the recording for listening and speaking part.

Unit5 The First Period Speaking

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

archeology, accurate, radioactivity, chronological, excavation, identity, alternative, household, date back to

I think that we should… because…

I suggest we…

If…, then maybe we ought to…

Perhaps we should / could…

We must ask for help from…

What if…

It seems likely / unlikely t hat…

It looks like…

It could be because…

How large do you think it is

Is there any on the…

It may /might have been used as / for…

2. Ability goals实力目的

Enable the students to talk about the archaeological evidence and knowledge and learn to describe people and practice giving opinions.

3. Learning ability goals 学能目的

Help the students learn how to give opinion and describe objects

Teaching important & difficult points教学重难点

Learn how to give opinion and describe objects

Teaching methods教学方法

Listening and cooperative learning

Teaching aids教具打算

A computer, a tape recorder and a projector.

Teaching procedures & ways教学过程及方法

Step I Lead-in

Lead in by talking about the ancient civilization.

Ask them the four Great Ancient Civilizations.

Ask them to give some account of each great civilization, for example, speaking China, they can talk about China’s brilliant civilization, like four great inventions(papermaking, printing, gunpowder, compass)

Step II Warming-up

Deal with the Warming-up part.

Ask Ss to identify each picture in this part.

Ask them to have a discussion to complete the task listed in Activity 2 ( to complete the table), Step III Speaking

Talk about Sanxindui Ruins with Ss.

Show the pictures on page 44. Tell the Ss they were found during an excavation in Sanxindui Ruins.

Ask them if they know anything about SanXindui Ruins.

Introduce some background information to them.

Show a series of objects to them and ask them to complete the tasks shown on the screen.

Guess what they are.

Discuss what these objects wre possibly used for

Describe these objects (including appearance, shape and a guess about the material, what can we learn from these objects, etc.)

StepⅣListening

Do the Listening task on page 81.

Step V Homework

The Second Period Reading

Teaching goals 教学目的

1. Target language目的语言：

重点词汇和短语

archaeology, tentative, accuracy, excavate, interrupt, ornament, assume, regardless, sharpen, cut up, scrape, ample, primitive, preserve, bead, botany, botanical, analysis, specific, seashell, specifically 重点句子

I’m sorry to interrupt you, but how could they live here

We have been excavating layers of ash almost six meters thick, which suggest that they might have kept the fire burning all winter.

Yes, indeed, as the botanical analyses have been specifically showing us, all the fields around there used to be part of a large shallow lake.

2. Ability goals实力目的

Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives.

3. Learning ability goals 学能目的

Help the Ss learn to tell the differences between modern people and Peking man and learn how Peking man lived their lives.

高中英语人教版选修8教案-Unit_1_A_land_of_diversity_教学设计_教案_1

教学准备 1. 教学目标三、教学目标 1．知识技能目标 1）能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力； 2）能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century？（此问题需提取数个段落的文本信息） Two groups of immigrants had something in common. What are they? (double choices) Why? （此问题需要学生从文字的表面信息加工处理后方可得到答案） 3）能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA? How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them? Do you think language plays an important part in a culture? 等。 2．情感目标学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。 2. 教学重点/难点 How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them? Do you think language plays an important part in a culture? 3. 教学用具 4. 标签教学过程四、教学过程

人教版高中英语选修8全册教案

选修8 黎巨森、蒋茹、罗培芳、罗丽霞 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. 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 2) Why is the USA called a melting pot Step 4 Detail reading Beside each cultural group , write the period in which they first came to California in large numbers. 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

2019-2020学年人教版高中英语选修8教案：Unit 5 Section Ⅳ Learning about Language & Using Language

Section_Ⅳ Learning_about_Language_&_Using_Language [原文呈现] [读文清障] THE FEAST：18,000 BC①Worried about the preparations for her feast②，Lala quickly turned for home with her collection of nuts, melons③and other fruit. It was the custom of family groups to separate④and then gather again at different sites for reunious as they followed the animal herds across the grasslands⑤. A wrinkle⑥ appeared on her forehead. If only it could be just like last year⑦！At that time she had been so happy when Dahu chose⑧her as the future mother of his children. He was the best toolmaker in the group and it was a great honour⑨for her to be chosen. She remembered the blood pulsing⑩through her veins?.She had felt so proud as the group shouted loudly to applaud?his choice?. If only she had looked ahead?and planned better this year! Then she wouldn't have been feeling so worried now. ①BC公元前 ②形容词短语Worried about ...作原因状语，意为“因担心……”。 ③melon /'mel?n/n.(各种)瓜 ④separate v t.& v i.分开；分离adj.独立的；单独的 ⑤It was the custom ...to separate ...as they followed ...中，it作形式主语，to separate ...作真正主语；as they followed ...是as引导的原因状语从句。 ⑥wrinkle/'rI?kl/n.皱纹 ⑦if only意为“要是……就好了；但愿”，常用虚拟语气。本段倒数第二句也是这样的句子。 ⑧choose v t.& v i.选择；挑选 ⑨a great honour 意为“一件非常光荣的事情”。 ⑩pulse /p?ls/v i.强烈而有规律地跳动；搏动n.脉搏；节拍 ?vein /veIn/n.血管；静脉

高中英语人教版选修8Unit1Alandofdiversity教学设计

California教学设计西安市田家炳中学李亚俊【教材依据】本课是来关于普通高中课程标准实验教科书英语选修8第一单元A land of diversity 的阅读课。一、设计思路 1、指导思想。本教学设计主要围绕多元文化的美国这一主题展开，介绍加利福尼亚的多元文化特征。该设计在多媒体辅助下，教学活动层层递进，由简入难，让学生了解美国的历史及其基础常识，丰富学生的知识，拓展他们的视野，培养学生跨文化交际意识和能力以及运用英语思维的能力。亮点是对学生进行了尊重历史和热爱祖国的情感教育。 2、教学目标。 1）知识目标：让学生通过阅读文章，理解 multicultural,distinction,ministry,catholic,rail,elect,immigrate, mixture,racial,keep up,by means of等单词和短语的意思以及用法。 2）能力目标：通过阅读文章，让学生掌握skimming, scanning, detailed reading的阅读技巧，并培养学生用英语去讨论和思维的能力。 3）情感目标：通过对文章的理解，让学生了解美国多元文化特征，培养学生跨文化交流意识，使学生意识到：“美国是民族的熔炉”，从而使学生了解世界人民交融互补、和平共处的民族融合趋势，并引导学生要尊重历史和热爱祖国。 3、教学重点与难点。 1）教学重点：1) improve the students' reading skills, including skimming, scanning and careful reading. 2) let students know more about california and its characteristic. 3) cultivate the students' ability of thinking and expressing in english. A.让学生了解关于美国的基础常识。 B.让学生了解美国历史及其多元文化特征。 C．让学生掌握skimming, scanning和careful reading的阅读方法。 2）教学难点： A．如何提高学生的阅读技巧，帮助他们更好地理解文章。 B. 如何培养学生用英语思维和表达的习惯。

高中英语人教版选修8教案-Unit_2_Cloning_教学设计_教案

教学准备 1. 教学目标一、语言知识目标初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。二、阅读技能目标 1. 能获取和处理文章中的主要信息。 2. 能够掌握文中出现的重要的语言知识三、学习策略目标掌握速读、略读、猜测词义等阅读策略。四、情感态度目标让学生认识到克隆的利和弊。五、文化意识目标了解克隆，正确地利用克隆技术来为人类服务。 2. 教学重点/难点初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。 3. 教学用具 4. 标签教学过程 Step 1 Daily report One student comes to the front and gives a report about advantages and disadvantages of science and technology. Step 2 leading-in The teacher shows some pictures and starts a discussion about cloning.

Step 3 Skimming Task 1: What’s the main idea of the passage? Task 2: Match the main idea with each paragraph Para 1: A. People’s attitude towards cloning. Para 2: B. The problems of Dolly. Para 3: C. The impact of Dolly. Para 4: D. Two major uses and the procedure of cloning. Para 5: E. The definition（定义）of cloning. Step 4 Scanning Task 1. Look through Para 2 and answer the following questions. (1) What are the two major uses of cloning? (2) Which one is easier, to make plant clones or animal clones? Task 2. Look through Para 3 and fill in the chart. Task 3. Do the following translation and word guessing. (1). Translation: On the other hand, Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination.

人教版高中英语选修8-Unit-2-教案

Unit 2 Cloning Ｉ．单元教学目标 Ⅱ.目标语言

III. 教材分析与教材重组 1. 教材分析本单元以Cloning为话题，旨在通过单元教学，使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。 1.1 Warming Up 提供了四幅有关Dolly the sheep(多莉羊) A strawberry plant(草莓植物) Twins（双胞胎婴儿）Identical dogs(克隆狗)的图片，让学生用已有的知识和经验讨论对克隆技术的看法与观点。 1.2 Listening是关于人类克隆的听力材料，难度中等。 1.3 Speaking 根据材料，四人小组合作，要求把自己对克隆婴儿的态度和感觉用相关的语言表达出来。语言要得体，锻炼语段表达能力。

1.4 Pre-reading是Reading的热身活动。它要求采用与同学讨论交流的方式谈论有关克隆的相关知识。 1.5 Reading是一篇介绍克隆技术的说明文。 1.6 Comprehending第一题所给出的表格让学生根据课文内容列举克隆技术的优缺点。第二题让学生根据所拥有的知识来评价作者的观点。第三题要求学生用自己的语言阐述对克隆技术的观点并给出理由。 1.7 Learning about Language 分词汇和语法两部分，其中Discovering useful words and expressions 是根据语境在运用中掌握词汇。Discovering useful structures 是通过阅读和补全句子来练习。 1.8 Using Language中的Reading，Discussing and writing要求学生先读, 然后完成四个任务型的作业。即 1. 讨论并回答三个问题。回答这些问题， 2. 讨论几种已经灭绝的动物，并且讨论哪种动物应该被恢复到这个世界上，并且给出理由。 3. listening and speaking 让学生根据所听到的内容选择并列出文中人物观点。 2. 教材重组 2.1 从话题内容上分析，Warming Up 与Reading相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将Warming Up和Reading整合在一起，设计成一节任务型“阅读课（一）（精读课）”。 2.2 将Listening 和Workbook中的LISTENING整合在一起，设计成一节"听力课"。 2.3 将Using Language 与Workbook中的TALKING和SPEAKING TASK 结合在一起，设计成一节“口语课” 2.4将Learning about Language 与Workbook中的USING WORDS AND EXPRESSION整合在一起上一节“语法课”。 2.5将Workbook中的READING TASK 和PROJECT以及WRITING TASK 整合成一节“泛读与写作课”。 3. 课型设计与课时分配 1st period Reading 2nd period Listening 3rd period Speaking 4th period Grammar

人教课标版高中英语选修8 Unit3_听说课_名师教学设计

Unit3 听说课名师教学设计新课标选修八 Unit 3 Inventors and Inventions Using language Ⅱ 教学设计一、教学内容分析本单元的话题是“发明家和发明”，“Using language”部分，涉及Listening，Speaking 和Writing 三个部分。本课尝试如何将听力、口语和写作有机融合，培养学生核心素养，促进终身学习。笔者对教材进行了必要的改动。Listening(关于英国当今发明家James Dyson的故事)保留原样，原有的Speaking部分是打电话询问Dyson公司的会招聘什么样的人才，Writing 部分是给James Dyson写一封求职信。教师认为这两部分的内容脱离学生实际，尤其是写作部分的求职信，高三学生鲜有相关的工作经验，因此缺乏实际可写的内容。笔者将Speaking 部分改为“生活中的小发明”，Writing部分改为“为小发明写一封推荐信。本节课以青少年科技创新大赛为主题背景。由内容主线--Listening、Speaking和Writing串联。每个部分都紧紧围绕Problem----Solution----Advantages展开活动。整个课堂设计优化合作学习，增加学生听说读写各方面语言操练的机会，最后以推荐“one of your practical inventions”进行语篇输出。二、学情分析我校本届高三学生的英语学习状况良好，在此之前他们已经有过关于发明和发明家的内容学习，了解一些相关的内容和背景知识。在全国青少年创新科技大赛（CASTIC）的推动下，我校学生耳濡目染，创新意识和实践精神得到培养，科学精神有所提高。但是，学生可能在表述一个发明所解决的问题、方法和优点等方面存在困难。因此，教师在设计语言实践活动时，要关注学生的生活经验和认知水平，设计由浅入深、由易到难的活动，激发学生参与和体验的兴趣，鼓励学生积极表达个人观点，在发展语言技能的同时，提高分析解决问题与创新的能力。

高中英语Unit 3 Inventors and inventions 新人教版选修8教案

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1.The whole scientific world followed the progress of the first successful clone, Dolly the sheep.(名词作同位语) 2.Altogether Dolly lived for six years, half the length of her original sheep.(短语作同位语) 3.The fact that she seemed to develop normally was very encouraging. （从句作同位语） Step2：同位语从句 The news is true. 主语系表 The news that he has been elected monitor is true. 主语同位语从句系表 Step3: 同位语从句的引导词以从句的形式表示的同位语叫同位语从句。引导同位语从句的连接词通常有： 1. 从属连词：that，whether（通常不用if）等，that不能省略； The truth is that he has never been to the countryside. The question is whether we can finish the experiment by tomorrow afternoon. She looks as if she were very tired. 2. 连接代词：what,who,whom,whose等； I have no idea what size shoes she wears.我不知道她穿几号的鞋。（what作定语） The question who will take his place is still not clear. （who作主语） 3. 连接副词：when, where, why, how等; We haven’t yet settled the question where we are g oing to spend our summer vacation. 到哪儿去度暑假，这个问题我们还没有决定。 The question whether we should take part in the parade was answered by the teacher. I have no idea how she did it. Step4: 同位语从句注意事项 1.同位语从句在复合句中作某些名词的同位语；常见的名词有：news, fact, plan, suggestion, idea, order, question, truth, hope, thought, belief, doubt, fear等。 2.同位语从句之前的名词若为suggestion, requirement, advice等名词时，同位语从句的谓语动词须用虚拟语气。 Step5: 同位语从句和定语从句区别

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