1、选修8 黎巨森、蒋茹、罗培芳、罗丽霞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 r
2、aces 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 t
3、ell 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
4、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 n
5、umbers.Step 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. 德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，
6、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 Georges diary and answer the 5 questions on Page9 PART 2Step 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 topi
7、c 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
8、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 nativ
9、e 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
10、 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.Step 3 Analysis1.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
11、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 well tomorrow Im not sure.V. Whether it is true remains a problem.A.引导宾语
12、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 th
13、at 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的区别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
14、 best.III. Can you tell me what you would like to order?IV. 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. I
15、t 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/thatIt is + 形容词 + that从句It is necessary/strange/important/possible/likely/that这类
16、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
17、. 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 speakingTeaching goalsTrain their listening and speaking abilities.eaching important and difficult pointsHelp the students to talk ab
18、out 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
19、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 interestin
20、g. 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 pa
21、ge 7.4.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.3. Swap roles. Partner B tells Partner A about
22、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.T
23、eaching 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 Georg
24、es diary. Write the days he saw these things under the photos.Read Georges diary more slowly and answer the questions.Step 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 解雇 fire 租,雇
25、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 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 i
26、n , I wonder?理解4)Dont 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 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 Cloning Period 1 Warming Up, Pre-reading, Reading & ComprehendingTeaching Goals: 1. To arouse Ss interest in learning about cloning2. To learn about the procedure
28、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
29、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 Purpo
30、se: 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. The
31、y 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 “Clo
32、ning : 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 cloning?Step 4. Fast readingPurpose: To get Ss to get some useful information.1. Ask Ss to listen to the text and
33、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.
34、 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 forb
35、idden 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 members 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 med
36、ical 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. HomeworkAsk Ss to surf the Internet to find more information about cloning and prepare to present it to the class in the next class
37、. 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 studyPurpose: To train Ss listening ability and language capacity.1. Listen to the text and
38、 deal with 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
39、 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 Dollys illnesses were more appropriate to much older animal.(3) Altog
40、ether 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 abunda
41、nt 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.
42、 Ask Ss to 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 use “raise” or “rise” to fill the following blanks: Period 3 Learnin
43、g 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 sentenc
44、es and then find out the similarities.The news that our womens 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 well set off. (2) Get Ss to find out all the clauses in the reading text.Part3 Line 1: The whole scientifi
45、c 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 le
46、ngth of the life of the original sheep.Step 2. Grammar point1. 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，最简单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 hell never dotell 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 he
