2019-2020学年人教版高中英语选修8创新教案：Unit 1 Section 3
[语法初识][语法剖析]主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it 代替，而本身则放在句子末尾。
引导主语从句的连词有that, whether, who, what, whatever等。
1．that引导的主语从句that在主语从句中不充当任何成分，无任何含义，只起连接作用，但that不能省略。
that 从句很长时，有时可用it作形式主语。
That she passed the exam made us very happy.她通过了考试使得我们非常高兴。
That he finished writing the composition in such a short time surprised us all.＝It surprised us all that he finished writing the composition in such a short time.他能在这样短的时间内写完作文让我们感到吃惊。
[常用句型](1)It be ＋形容词(possible, strange, natural, important, necessary ...)＋that从句It is necessary that people should learn to face the reality.人们应该学会面对现实是有必要的。
(2)It be ＋名词短语(a pity, a fact, a wonder, an honour, no wonder ...)＋that从句It is a fact that smoking is a danger to health.吸烟危害健康，这是事实。
(3)It ＋不及物动词(seem, occur, happen ...)＋that从句It occurred to me that I would travel to Europe.我突然想到要去欧洲旅行。
(4)It be ＋过去分词(said, thought, believed, supposed, reported ...)＋that从句It is reported that he has won the game.据报道他赢得了比赛。
即时演练1把下列句子改为含有主语从句的复合句①English is being accepted as an international language, which is a fact.→It is a fact that English is being accepted as an international language.②That we all should attend the meeting is important.→It is important that we all should attend the meeting.③You didn't go to see such a wonderful play. It's a pity.→It's a pity that you didn't go to see such a wonderful play.2．whether/if引导的主语从句whether连接从句时，从句的句意完整，但是语气不肯定，表示怀疑。
whether不能省略，意为“是否”，在句首时不能用if替换。
Whether he will come or not is still a question.＝It is still a question whether/if he will come.他是否会来仍然是个问题。
Whether he'll come or not makes no difference.＝It doesn't make any difference whether he'll come or not.他是否会来并不重要。
即时演练2单句改错①If the plan will be carried out is still unknown.If→Whether②That he passed the exam was not certain.That→Whether3．wh-引导的主语从句which, whichever, when, whenever，what, whatever, why, how等均称为wh-引导词，它们可以引导主语从句。
How he got the prize is known to all.所有人都知道他是如何获奖的。
What he said at the meeting was very inspiring.他在会上说的话非常鼓舞人心。
Why Tom was late is still unknown.汤姆迟到的原因仍然不明。
[点津]如果是疑问句，就只能用it作形式主语。
Hasn't it been decided yet when and where we'll hold the sports meet?我们何时何地开运动会还未决定吗？即时演练3单句语法填空①What surprises me most is that he is too vain.②Where I'll have my dinner depends on the money in my pocket.③Which part of the country he will travel to needs discussing.④I think what impresses me about his painting is the colours he uses.⑤When the delayed flight will take off depends much on the weather.⑥Whichever one of you breaks the window will have to pay for it.在复合句中充当宾语的句子称为宾语从句。
宾语从句的位置与陈述句基本结构中的宾语相同。
宾语从句可作谓语动词的宾语，也可以作介词和非谓语动词(动词不定式、动名词、分词)和某些形容词的宾语。
1．that 引导的宾语从句由连接词that引导宾语从句时，that只起引导词作用，在句中不做成分，在口语和非正式文体中常省去。
如果从句是并列句时，只有第一个连词that可以省略，第二个分句前的that 不能省略。
Everyone knows that the earth is made up of material.每个人都知道地球是由物质构成的。
He said (that) the text was important and that we should recite it.(第二个that不能省略) 他说这篇课文很重要，我们应该背诵它。
2．if/whether引导的宾语从句动词后的宾语从句用if或whether引导均可，但介词后的宾语从句只能用whether引导。
Could you tell me whether/if it snows in winter in Australia?你能告诉我澳大利亚的冬天是否会下雪？Everything depends on whether you are for it.每件事情都取决于你是否赞成它。
3．wh-引导的宾语从句who/whom, whose, what, which, when, where, why, how等引导宾语从句时，在从句中担当一定的成分，从句要用陈述语序。
Pay attention to what the teacher said.注意老师说的话。
We haven't decided when we'll set off for home.我们还未决定何时动身回家。
4．宾语从句的注意事项(1)如果动词宾语后有补语，那么要使用it作形式宾语，然后把宾语从句放在补语之后。
We think it possible that you can finish the work today.我们认为你今天能够完成这项工作。
(2)在like, enjoy, love, hate, take等表示“喜怒哀乐”的动词后跟宾语从句时，需跟形式宾语it。
I take it that you will agree with us.我认为你会赞成我们的。
(3)demand, order, suggest, advise, insist, request等表示“要求、命令、建议”的动词后的宾语从句的谓语常用“(should＋)动词原形”。
The commander ordered that troops (should) set off at once.司令员命令部队马上出发。
(4)若主句的主语为第一人称，谓语动词为think, consider, suppose, believe, expect, fancy, guess, imagine等，且句子为一般现在时，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语前，从句谓语用肯定式。
I don't think this dress fits you well.我认为这裙子不是很合你的身。
(5)时态的呼应与语序在宾语从句中只能用陈述句语序，时态呼应上要遵循以下三条原则：①如果主句谓语是一般现在时或将来时，宾语从句的谓语可根据意思的需要使用任何一种时态。
Can you make sure where Alice has put the gold ring?你能确定爱丽丝把金戒指放到什么地方了吗？Do you know who he was talking with at eight last night?你知道他昨晚八点和谁一起说话吗？②如果主句谓语是一般过去时，宾语从句要用表示过去的某一时态。
He said he would come to see us the next day.他说他明天将来看我们。
I wanted to know whether he had been to Beijing.我想知道他是否去过北京。
③如果宾语从句是表示客观事实、真理等，不管主句是什么时态，宾语从句一律用一般现在时。
The teacher said the sun rises in the east.老师说太阳从东方升起。
即时演练44－1.用适当的连词填空①It is difficult for us to imagine what life was like for slaves in the ancient world.②Do not let any failures discourage you, for you can never tell how close you may be to victory.③He has told me that he will go to Shanghai tomorrow.④It depends on whether you can do the work well.4－2.完成句子⑤The teacher suggested that we (should) finish reading (我们读完) the novel in five minutes.⑥I don't like it that (喜欢) you have invited us to such an boring activity.⑦We haven't discussed yet where we are going to place (我们打算在哪儿放置) our new furniture.⑧We think it possible that (认为可能) we can reach the top of the mountain.在复合句中充当表语的句子被称为表语从句。
人教课标版高中英语选修8 Unit1_Grammar名师教学设计
2.T: From the analysis of the sentence patterns, can you tell me what types of noun clauses are there.
S:Noun clauses are classified as subject clause, object clause, predicative clause and appositive clause.
It happened that…碰巧…
It appears that…似乎…
4It is＋过去分词＋从句
It is reported that…据报道…
It has been proved that…已证实…
It is said that…据说…
it作形式主语和it引导强调句的比较
it作形式主语代替主语从句,主要是为了平衡句子结构,主语从句的连接词有变化。而it引导的强调句则是对句子某一部分进行强调,无论强调的是什么成分,都可用连词that。被强调部分指人是也可用who/whom。例如:
DELC2获取新知识
Step2
Production
（学习
新知）(20mins)
1.Teacher guide Ss to learn the grammar rules of noun clauses.
名词性从句
【概念与分类】在句子中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词词组,它在复合句中能担任主语、宾语、表语、同位语、介词宾语等,因此根据它在句中不同的语法功能,名词从句又可分为主语从句、宾语从句、表语从句和同位语从句。
It hasn’t been decided whether (if) we shall attend the meeting.
[精品]新人教版选修8高中英语 unit 1优质课教案
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◆词汇拓展：1. ___________ adj. 清晰的；明显的；明确的→______________n. 差别；区分；卓著2. ___________ n.手段；方法→______________v.意思是;打算;意味着→___________ adj.有意义的→______________adj.无意义的3. _____________n.大多数；大半→________________少数；少数民族__________adj.主要的，最重要的4. ________________ n.百分比;百分率→________________n.百分之几5. ________________ vi.移入（外国定居）→______________ n. 移民；移居入境6. _______________ adj.人种的；种族的→_________________ n.种族；比赛◆重要词组：1. _________________________继续存在；继续生存2. _________________________ 用……方法;借助……3. _________________________ 习惯于新的生活方式、工作等4. ___________________________很大比例的5. ___________________________坚持；维持；沿袭（风俗、传统等）◆课堂导析1. live on 以…为主食；靠…过活；继续生存（vi）（原句）_____________________________这些移民的风俗习惯以及语言在他们的新家都得以延续。
【拓展】live with…忍受lead / live a ….life 过着….的生活【运用】翻译句子1)______________________________________________________我以面包和水为主要食物。
2)______________________________________________________那个老人过着幸福的生活。
人教版英语选修八Unit1Section1
Unit 1 Section ⅠⅠ .单词拼写1.The m ajority of people seem to prefer TV to radio.2.Americans e lect a President every four years.3.The a ircraft was flying in a northerly direction.4.From his manner of speaking I took him to be an I talian .5.The earth's shadow on the moon was quite d istinct .6.Today an airplane is used sometimes as a means(方法；手段 )of advertising.7.We are ready to face any hardship (磨难 )．8.What percentage(百分比 )of the population in China are farmers?9.He made a lot of money during the property boom(繁华 )．10. Who has the right to vote in federal(联邦的 )elections?Ⅱ .达成句子1.我借助报纸上的一则广告找到了我的自行车。
I found my bike by means of a notice in the newspaper.2.科学家们说，他们在防治癌症方面开始有所打破。
Scientists say they are beginning to break through in the fight against cancer.3.彼得说当他第一次到达这个城市时，真的不知道怎样适应。
Peter said when he first came to the city ， he really didn't know how to make a life.4.我们七月初要去日本。
2019精选教育人教高中英语 选修8教案全.doc
高二英语科组王春城Unit 1 A land of diversityTeaching goals:1. Ability goalsEnable the students to talk about the history of California.2. Learning ability goalsEnable the students learn how to talk about the history of California.Teaching important pointsEnable the students learn how to talk about the important events in Californian history.Teaching difficult pointsEnable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methodsSkimming, scanning and discussion.Teaching aidsa computer, a projectorTeaching proceduresStep 1: Lead-inIntroduce some knowledge about the USA1. The American flag is known as “the Stars and Stripes”.50 stars —— each representing one state13 stripes —— the original 13 statesRed —— courageWhite —— freedomBlue —— loyalty and justice2. Which city is known as the “Big Apple”?A. New YorkB. ChicagoC. Los Angeles3. When is American Independence Day?A. June 4thB. July 4thC. August 14th4. Which state is the largest one in the US?A. New YorkB. TexasC. CaliforniaD. Florida5. ____ has the largest population in the USA.A. CaliforniaB. AlaskaC. WashingtonD. Texas6. ____ is the first president of the USA.A. Thomas JeffersonB. John AdamsC. George WashingtonD. Abraham Lincoln7. The USA lies in the south of North America. It is surrounded by the Pacific Ocean and the Atlantic Ocean. The northern land neighbor is Canada, and south of it is Mexico.8. some cities in the USAStep 2: Reading1.Native AmericansTime: 15,000 years agoWhere they came from: from Asia (by means of)What happened to them in the sixteenth century?They were killed by Europeans / were forced into slavery / died from the disease / survived the terrible times2.SpanishFill in the form: (an important even)16th century: Spanish soldiers arrived, fought and took their land18th century: California was ruled by Spainin 1821: California became part of Mexicoin 1846: the United States declared war on Mexico3. Russians & Gold minersDo some T or F questions:In the early 1800s, Russian hunters began settling in California.In 1848, before the American-Mexican war, gold was discovered in California.A lot of adventurers achieved their dream of becoming rich.California become the thirty-first state of the United states of American in 1850Why is California such a multicultural community? What problems do you think might arise? Step 4: Homework1. Underline the useful expressions2. workbookUnit 2 Cloning The First PeriodWarming Up, Pre-reading and Readinga. 重点词汇和短语clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour ofb. 重点句子It is a way of….The fact is that….The question that occurred is….1.Ability goals 能力目标Enable the students to describe cloning: What is the advantages of cloning？What is the problems or dangers of cloning？What is your opinion of cloning？Teaching important points 教学重点How to describe cloning.Teaching difficult point 教学难点Help the students analyze the writing techniques of the article.Teaching methods 教学方法Skimming, task-based method and debate method.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways 教学过程与方式Step I Lead-inThis 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.T: You can imagine how rapidly the modern science and technology develop. I think most of you must know something about space traveling, submarine exploration, robot, maglev train, gene engineering etc. But in recent years, a hot topic, cloning is often mentioned, especially when the cloning Dolly the sheep appeared. You may have first heard of cloning when Dolly the Sheep showed up on the scene in 2019. Cloning technologies have been around for much longer thanDolly, though. First things first, what is cloning and a clone? The dictionary says cloning is the technique of producing a genetically identical duplicate of an organism. A clone is said to be all descendants derived asexually from a single individual, as by cuttings, bulbs, by fission, by mitosis, or by parthenogenesis reproduction. It sounds very different and complicated to us. In fact, I mean, in our daily life, this happens often. For example, gardeners take cuttings from growing plants to make new ones. You often see that your mother picks a small branch from a growing plant to make a new one. If she likes this kind of flowers, she can do cloning. Cloning also happens in animals or human beings when twins identical in sex and appearance are produced from the same original egg. The fact is that cloning plants is straightforward but the cloning of animals is more complicated. The possibility of human cloning, raised when Scottish scientists at Roslin Institute created the much-celebrated sheep "Dolly", aroused worldwide interest and concern because of its scientific and ethical implications. You can give your questions if you are interested in this topic. I am here today one of the scientists who work in this field. I am ready to answer any of your questions. S: Now we know what is cloning. Are there different types of cloning?T: When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. A basic understanding of the different types of cloning is key to taking an informed stance on current public policy issues and making the best possible personal decisions. The following three types of cloning technologies will be discussed: (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and (3) therapeutic cloning.S: Was Dolly created by what cloning? And why was Dolly so important?T: Reproductive cloning is a technology used to generate an animal that has the same nuclear DNA as another currently or previously existing animal. Dolly was created by reproductive cloning technology. She was the first mammal to be cloned from adult DNA taken from an adult cell. Previously, animals had only been cloned using embryo cells which already have the potential to become a complete embryo in its own right. The big breakthrough with Dolly was tomake a clone from an ordinary, adult cell − in this case from a female goat’s udder.S: Have you seen Jurassic Park? In this feature film, scientists use DNA preserved for tens of millions of years to clone dinosaurs. They find trouble, however, when they realize that the cloned creatures are smarter and fiercer than expected. Could we really clone dinosaurs.T: In theory? Yes. What would you need to do this? A well-preserved source of DNA from the extinct dinosaur, and a could serve as a surrogate mother. In reality? Probably not. It’s not likely that dinosaur DNA could survive undamaged for such a long time. However, scientists have tried to clone species that became extinct more recently, using DNA from well-preserved tissue samples. More questions about cloning are given in the appendix. The information above is for reference only. Or you can choose several students and ask them to act out a short play whose main topic is as follows:An old man who was dying left all his fortune to his own son. But the did not know that his son was cloned. So two same young men both claimed that they were the old man’s son. They quarreled and fought with each other; at last they went to the judge. The judge let them check DNA. The result was that their DNA was the same. Now even the judge did not know what to do.In this part the teacher can give the students some advice to act out. According to this play teacher 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?Look at picturesT: Look at the pictures and discuss which ones are natural clones and which ones are man – made. Then explain how they differ.S: I think the twins are natural clones and the Dolly sheep is man-made. T:You are right! Can you explain how they differ?S: The twins were born at the same time, but the Dolly sheep is man-made.T:Anything else? Who want have a try?S: I think the identical dog is man-made.T:Good JobStep II Pre-readingBefore 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 find 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?Should we clone human?5．Could cloning replace sex as the means of creating new human life?6．Could a parent clone a child who is dying of a terminal illness?After a few minutes.T: Do you have other questions? Volunteer! S:I have! What is the writer’s opinion?T: Good job! I think many of you have questions, now let us read the article with the questions. Step III While- readingGet the students to comprehend the passage quickly and accurately and 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 of making an exact copy of another animal and plant.Para.2 Cloning has two major uses.Para. 3 The problems of Dolly. Para.4 The effect of Dolly.Para. 5 It is forbidden to clone human being.Step IV Post-readingAsk the students to read the passage again to finish three tasks.T: Now let’s listen to them. While listening, pay more attention to the correct pronunciation and tone. Then read the text by yourselves to get the answers to the three tasks. You can work in groups.T: First, What are the problems or dangers of cloning?S: Let me have a try! First, the cloned animals have the same illness of old animals and the same goes with the other species. Second, the cloned animals have short life and can cause moral questions. T: You are right! And what are the advantages of cloning?S: I know! Firstly, gardeners use it all the time to produce commercial quantities of plants.Secondly, it is valuable for research on new plant species and for medical research on animals.Thirdly, it suddenly opens everyone’s eyes to the possibility of using cloning to cure serious illnesses, and even producing human beings.T: What is the writer’s opinion? What do you think is the writer’s point of view in this reading passage? Is it in favour of cloning or against is?S1: I think the writer is in favour of it, because there are many advantages of cloning. It can help people solve many problems in our daily life.T: Good job! Yes, if we our human beings use the scientific technology properly it can bring many advantages to us!S: Why did Dolly’s appearance raise a storm of objections and have a great impact on the mediaand public imagination?T: Because nothing really prepared the world for the 2019 announcement that a group of Scottish scientists had created a cloned sheep named Dolly. Many folks believe that within the next decade, we will hear a more shocking announcement of the first cloned human. Scientists in South Korea have already created human embryonic stem cells through cloning. Until now, the idea of human cloning has only been possible through movie magic, but the natural progression of science is making human cloning a true possibility. We’ve cloned sheep, mice and cows, so why not humans?ExplanationT: Now let’s deal with some language points. Turn to page 11. Let’s look at the sentence: It is a wayof making an exact copy of another animal and plant. 全句汉语意思:它是一种精确复制另一个动物或植物的方式。
人教版高中英语选修8Unit1_Reading_精品教案
⼈教版⾼中英语选修8Unit1_Reading_精品教案Unit1 Warming up and reading 精品教案Period 1Teaching aims:get the students to know more about the history and geography of USAget the students realise why California is such a multicultural communityDifficult and Important Points:describe the history, people, customs and culture of Californiahow to make the students gain enough information to express themselves.how to improve the students’ reading abilities.Teaching procedures:Step 1 Greetings.Greet the Ss as usual.Step 2 warming upI. Do a quiz. Ask students some questions to see how much they know about America.1. Which flag is American flag? (show three flags, and let them choose)2. Which city is the capital of the USA? Washington D.C3. Which stands for the USA? (show the national Emblems of USA)4. How many states are there in the USA? 505. Who is president of America? George W. Bush6. Which doesn’t belong to the USA? Eiffel Tower7. Which are American brands? (show some different brands)8.Who are Americans?ABC D E keanu Reeves David Beckham Steven Speilberg Ronaldinho BritainBrazil[设计说明]以选择的形式降低难度，通过⼀些熟悉的⼈物和精彩的图⽚调动学⽣的积极性和求知欲，激发对美国这个主题的探索，教师也可以通过竞赛的⽅式更好地活跃课堂⽓氛。
人教版高中英语选修八教案：Unit1.doc
Book 8 Unit1精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
人教英语选修八Unit1Alandofdiversity教案4
Unit 1 A land of diversity (选修8)Period 4 Listening and speakingTeaching goalsTrain their listening and speaking abilities.Teaching 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 Listening1.The first time the students listen to the tape they are expected to listen for the gist only. ReadEx1 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 California2 Where George’s tour started3 California not as George expected1 Where George is now5 Californian people2.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 whatI have seen in ___American movies____ . Not everyone is ___rich__and not everyone lives near the __beach_____. First traveledsoutheast through rich farmland then to the central part.They grow everything here including __cotton, nuts, vegetables_____and fruit. Cattle too. Then traveled further ____southeast______ intomountains 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.George3.Tell the students that when they listen to this time they are to focus on what Christie, who ismainly listening, says. Play the tape and stop after each thing that Christie says so that4.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.1.Sit back to back with your partner so you can’t see each other.2.Partner A: Talk about where the place is , what the climate is like, what you thought aboutthe 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 his\her visit.HomeworkWrite a short passage about the place they have visited recently.。
高中人教版英语选修8教学案：Unit+1+Section+Ⅰ+Warming+Up+&+Reading+—+Pre-reading.docx
American Indians are the native people in the United States. They belong to more than five hundred Indian tribes (部落). Many tribe members live on reservations. These are areas that the United States government set up for native tribes that had lost their lands toEuropean settlers. Some reservations are larger than American states. The Bureau of Indian Affairs supervises these territories. Tribes on reservations have limited self-rule. Generally，American Indians do not enjoy the same economic and educational success as other Americans. They earn less money and have more unemployment than other Americans. They also have higher rates of disease and die younger than other American groups. However，the American Indian economy has grown at three times the national rate since the 1980s. Some of the improvement has come from expansion of the American Indian gambling industry. Many Indian tribes have legalized gambling on their reservations.Section_ⅠWarming Up & Reading — Pre-reading[原文呈现][读文清障]CALIFORNIACalifornia is the third largest state in the USA but has the largest population①. It also has the distinction②of being the most multicultural③state in the USA, having attracted people from all over the world④. The customs and languages of the immigrants⑤live on⑥in their new home. This diversity of culture is not surprising when you know the history of California⑦.①population n．人口(数)②distinction/dI'stIŋkʃn/n.差别；区分；卓著③multicultural adj.多元文化的④现在分词短语having attracted people ...作结果状语。
优质新人教版高中英语选修8英语选修8人教版：精品教案选修八(36页)
Unit 1 A land of diversityThe First Period Warming up一．Aims:1. Teaching aims 教学目标：Help the students learn more information about America.重点词汇和短语ocean, coast, mountain, range, compare2. Ability aims能力目标Enable the students to know more about America and can give some cities’ names 二．ContentsStep IAsk the students to talk about the names in groups, and then write down them on the map.Step IICompare answers with other groupsStep IIIGive the correct names to the students.Step IVTell the students some information about America to improve their interest. And ask some students to say what they know about America.Homework To observe an American mapThe Second Period Reading一．Aims: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.二．Contents: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 the map the namesof as many of the following as you can. Compare your names with other groups. Step 2 Pre-reading1.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 pictures and encourage students not only to say what eachpicture is about but how each one relates to California.Step 3 Fast reading1.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 ?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.3.Beside each date note down an important event in Californian history.Step 4 Detail readingBeside each cultural group , write the period in which they first came to California in large numbers.Step 5 After readingWhy 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.The Third Period Language Points一．Aims:1.Learn expressions and phrases.2.Learn language points.二．Contents: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。
人教版选修8unit1教案
选修8（新课标人教版）教案英语组王宏波Help the students learn how to know the parts of speech according to the suffixes.Teaching important pointsGet the students to know the word about the USA.Teaching difficult pointsGet the students to know the word formation by adding suffixes.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionAsk the students to discuss the question in Activity 3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences. Ask them to share their answers and show their opinions.Step Ⅱ SuffixationFirst, ask the students to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.Step III Homework1. Ask the students to finish Activities 1-3 on page 48 in the workbook.2. Ask the students to prepare for the grammar about the Noun Clauses.The Third Period GrammarTeaching goals1. Target languageThe Noun Clauses, occur to2. Ability goalsEnable the students to identify the different types of the Noun Clauses and learn to use them.3. Learning ability goalsHelp the students learn how to use the Noun Clauses.Teaching important points Enable the students to use the Noun Clauses.Teaching difficult pointsEnable the students to distinguish different types of noun clauses.Teaching methodsComparing and practice.Teaching aidsA projector, a computer and a blackboard.Teaching procedures & waysStep Ⅰ RevisionCheck the homework.Step Ⅱ PresentationAt first, get the students to know what a noun clause is and what role it plays in the sentences. Then, discuss noun clauses as objects. Next, give them an example to show what are Noun Clauses and in what situations they should use them. At last show them the sentence structures of the Noun Clauses.Show the following.· That-clauses:I believe that you can learn noun clauses well.· If / whether clauses:The teacher must determine if / whether they are ready to study noun clauses.· Wh-clauses begin with words like who, what, how, whenever, which, etc:First you need to explain what a noun clause is.I know how I can make you learn noun clauses.Step Ⅲ PracticeAsk the students to practice Activities 1~4 on page 5. For Activities 1~2, discuss what role these clauses play in the sentences in pairs. For Activity 3, ask them to make sentences containing noun clauses on their own. For Activity 4, complete the dialogue with the given sentences in pairs. At last, check the answers with the whole class.Go on with the Activities 2-4. Then check the answers with the students.Step IV HomeworkAsk the students to do the following.1. Finish Activity 2 on page 49 in the workbook.2. Sum up all the conjunctions used with noun clauses and compare it with the conjunctions used with attributive clauses. Then tell the differences between them. Practice Activity 2 on page 49 (Workbook).3. Prepare for the “Using Language” part on pages 6~9 and surf the Internet to find the related information.The Fourth Period Integrating skills(Ⅰ)Teaching goals1.Target languagea. 重点词汇和短语luggage, tram, apparent, apparently, slip, bakery, ferry, hire, seagull, insert, react, team up with, mark out, take in, a great / good manyb. 重点句式Talk about traveling to some placesWhere have you visited recently?What is the climate like?What did you think about the people?What other interesting things did you see?That’s interesting / te rrific / marvelous / cool / lovely!You’re exciting / excellent.Good / Creative / Fantastic / Super job!2. Ability goalsEnable students to talk about places and learn to write an email or a postcard.3. Learning ability goalsHelp students learn how to talk about places and learn to write an email or a postcard.Teaching important pointsHow to talk about places.Teaching difficult pointsHow to write an email or a postcard.Teaching methodsListening, speaking and discussion.Teaching aidsA projector, a computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionCheck the homework.Step Ⅱ Listening and speakingListeningAsk the students to listen to a conversation about the George’s tour around California. Then ask them to practice Activities 1~4 on pages 6~7. For the first time, ask the students to number the things they talk about.Check the answers by asking some students to read the completed postcard.Ask the students to listen to the tape and discuss the questions in pairs and write some of the things Christie says in pairs.SpeakingFor Activity 5, let them discuss in groups of 4 and later ask some of them to give their opinions. Step Ⅲ ReadingAsk the students to look at the given photos and read the George’s diary on pages 8 quickly. Then practice Activity 1 and fill in the chart in pairs.Ask the students to check the answers with their partners.For Activity 2, ask students to rea d the George’s diary on page 8 carefully and then answer the questions in pairs. Check the answers with the whole class.Ask the students to read the diary again by themselves. Then discuss in groups of 4 and practice Activities 3~4. A few minutes later, ask some of them to show their work.Sample answers:Reasons for omitting:1. Some unimportant, unnecessary, uninteresting little words like pronouns “we”, “I”, articles “a”, “the”, or prepositions. If omitted, the meaning can’t be affected and misunderstoo d by others.2. Just keep the key words without explaining more in details.Step Ⅳ HomeworkAsk the students to finish Activity 5 on page 9.The Fifth Period Extensive readingTeaching goals1. Target languagea. 重点词汇和短语consider, achievement, personality, enthusiastic, autobiography, musician, recording, trumpet, funeral, ceremony, coffin, march, ceremonyb. 重点句子He was noticed by... called... who... to teach... and to find...He spoke publicly about..., using his fame to help...2. Ability goalsEnable the students to find the topic of each paragraph and find the clue to show the important events.3. Learning ability goalsHelp the students learn how to find the topic of each paragraph and find the clue to show the important events.Teaching important pointsHow to find the clue to show the important events.Teaching difficult pointsHow to find the topic of each paragraph.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ RevisionCheck the homework by asking some students to show their work.Step Ⅱ Listening (Ⅰ)First, ask the students to listen to the tape and complete the notes. Check the answers by asking some students to read their notes.Then get them to discuss the questions in Activity 2 and talk about New Orleans.Ask the students to tick the boxes in Activity 3 and complete Activity 4; complete the activities after listening again.Then check the answers with the whole class.Step ⅢPre-readingT: “You can’t play anything on modern trumpet that doesn’t come from him. I can’t even remember a time when he sounded bad playing the trumpet. Never. Not even one time. He had great feeling up in his playing and he always played on the beat. I just loved the way he played and sang.” This is a comment about a jazz musician. Can you guess who the jazz musician was?S1: Louis Armstrong. I still think no one can beat Louis Armstrong and Chet Baker when it comes to trumpets, and when it comes to saxophone, Buddy Arnold is my fellow anything.T: What else do you know about him?S2: Louis Armstrong was the greatest of all Jazz musicians.S3: Armstrong defined what it was to play Jazz. His amazing technical abilities, the joy and spontaneity, and amazingly quick, inventive musical mind still dominate Jazz to this day.T: He was the grandfather of jazz. He was very successful because he always thought, “What we play is life.” Today we’re going to learn more about the famous musician.Step ⅣReadingSkimmingAsk the students to read through the whole passage and then do Activity 1 on page 52 and discuss the main topic of each paragraph in groups of 4. At last, check the answers with the whole class. Show the following on the screen.ScanningFor Activity 2, get the students to read the text again and then work together with their partners to make a time c hart to show the important events in Louis Armstrong’s life. Give them a few minutes to fill in the form. Check the answers with the whole class.Show the following on the screen.Step Ⅴ Homework1. Ask the students to read the passage again after class and do Activity 3 and list the reasons why the writer says that Louis Armstrong was considered great.2. Ask the students to talk about and write about some places in China.The Sixth Period Integrating skills(Ⅱ)Teaching goals1. Target languagea. 重点词汇和短语nationality, location, geographical fractures, production, interview, cultureb. 重点句式Talk about placesWhen did people first live there?What’s the climate like?Why is it so warm/cold/dry/wet there?What’s the population of the city or province?How many nationalities live there?What is the most important festival there? How do they celebrate it?2. Ability goalsEnable the students to talk about and write about places.3. Learning ability goalsHelp the students learn how to talk about and write about places.Teaching important pointsHow to talk about places.Teaching difficult pointsHow to write about places.Teaching methodsDiscussion.Teaching aidsA projector, a computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionCheck the homework. First ask the students to discuss Activity 3 in groups of 4. Then share the reasons why the writer says that Louis Armstrong was considered great.Step Ⅱ TalkingFor Activity 1 on page 47, ask the students to discuss a city or province in China that has amixture of different cultures in groups of 4, filling in the given chart and answering the questions in the textbook.Step Ⅲ Speaking and writing taskAsk the students to read the tips and steps given in the textbook and talk about a Chinese city, province or zone in groups of 4. Then ask them to write a description.Step Ⅳ Homework: ProjectAfter class, ask the students to study small pieces of the USA, its culture and its people and then put all the pieces together to form a more complete picture. In this project, each student should choose a different aspect of America to research and then present his or her information to the rest of the class. They can use the library or search for information on the Internet.Unit 2 CloningⅠ. 单元教学目标Skill GoalsTalk about cloningPractice expressing and supporting an opinionUse the appositive clauseWrite a composition about cloningⅡ. 目标语言功能句式Expressing and supporting an opinion I’m happy to accept... but...I would never accept... I’m not bothered about...I don’t mind but...I hope you’ll carry on...Are you sure you want to...? I agree with you that...Is it fair to...? Do you think it is wise to...?I think you should... Well done to you for... I don’t understand why you don’t...I can’t help thinking...I could never agree to...词汇四会词汇Differ exact twin commercial straightforward undertake breakthrough procedure carrier cast altogether arbitrary correction object objection medium obtain attain moral conservative forbid accumulate constitution compulsory opera chorus loaf flour owe shortly retire bother assumption regulation strike initial vain resist drawback merely decoration unable feather turkey claw adore hatch reasonable 2．词组cast down, object to, the media, in favour of，（be）bound to（do）..., from time to time, bring back to life, pay off, in vain结构：Appositive clause — that 可引导同位语从句重点句子：It is a way of... P11 The fact is that... P11The question that occurred ... P12 The advantage is that... P15The First Period ReadingStep I Lead-inLook at picturesT: Look at the pictures and discuss which ones are natural clones and which ones are man-made. Then explain how they differ.S: I think the twins are natural clones and the Dolly sheep is man-made.T: You are right! Can you explain how they differ?S: The twins were born at the same time, but the Dolly sheep is man-made.T: Anything else? Who want have a try?S: I think the identical dog is man-made.T: Good job!Step Ⅱ Pre-readingBefore 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.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?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?Suggest answers:1. It is a way of making an exact copy of another animal and plant.2. This happens in plants when gardeners take cuttings from growing plants to make new ones, and when small parts of a plant are taken and gown in a laboratory. It also happens in animals when twins identical in sex and appearance are produced from the same original egg.3. It can help cure disease and can help couples who have no baby to bear a new baby.4. There may be more bad people like Hitler.5. In my opinion, I do not agree, for it may cause many moral problems.6. No. Because cloned human has the same quality as the real human, natural born baby’s quality is higher than his parents.7. No. The cloned baby also has the disease.Step Ⅲ While-readingGet the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading.divide the whole passage into several parts and find out the main idea of each part.Show the following.Para. 1 Cloning is a way of making an exact copy of another animal and plant.Para. 2 Cloning has two major uses.Para. 3 The problems of Dolly.Para. 4 The effect of Dolly.Para. 5 It is forbidden to clone human being.Step Ⅳ Post-readingAsk the students to read the passage again to finish three tasks.T: Now let’s listen to the tape. While listening, pay more attention to the correct pronunciation and tone. Then read the text by yourselves to get the answers to the three tasks. You can work in groups.T: First, what are the problems or dangers of cloning?S: Let me have a try! First, the cloned animals have the same illness of the old animals and the same goes with the other species. Second, the cloned animals have short life and can cause moral questions.T: You are right! And what are the advantages of cloning?S: I know! Firstly, gardeners use it all the time to produce commercial quantities of plants. Secondly, it is valuable for research on new plant species and for medical research on animals. Third ly, it suddenly opens everyone’s eyes to the possibility of using cloning to cure serious illnesses, and even producing human beings.T: What is the writer’s opinion? What do you think is the writer’s point of view in this reading passage? Is it in favour of cloning or against it?S1: I think the writer is in favour of it, because there are many advantages of cloning. It can help people solve many problems in our daily life.S2: I think the writer doesn’t agree with it, because if the cloning technology can be used in an evil way, it can cause much trouble to our society.T: The next question: What is your opinion of cloning? Give the reasons.S1: As a coin has two sides, everything has two aspects. First, if the cloning is used in a correct way it can bring many conveniences to us. Such as: curing serious illnesses and being used to produce commercial qualities of plants. On the other hand, if the cloning is used in an evil way it can cause much troubles: such as moral questions.S2: My view on cloning and nuclear transfer is that it is ethical. So actually I find no reason to clone presently. I have this opinion currently, because scientists are unable to successfully clone using nuclear transfer as of today.Step Ⅴ HomeworkAsk the students to do the following.1. Complete the exercises on page 13.2. Recite the key sentences in the text.3. What is Clone? You might not believe it, but there are human clones among us right now. Have you ever wished you could have a clone of yourself to do homework while you hit the skate park or went out with your friends? Imagine if you could really do that. Where would you start?The Second Period ListeningStep I Revision1. Greetings2. RevisionStep Ⅱ Pre-listeningWork in groups to discuss how we should behave towards the human clones.T: Before human clones become part of our life, perhaps we should spend some time thinking about how we should behave towards them. Now, work in groups to discuss the followingquestions.Show the following.1. How would you treat human clones?2. Do you think they should have legal and political rights, such as getting married or voting?3. Do you think they are separate people or part of the original donor?Sample answers:1. I will treat them as normal people.2. Yes, I think they should have the legal and political rights.3. I think they are separate people.Step Ⅲ ListeningThe students are asked to read fast the questions and multiple answers to find out the listening points first, and then listen to the tape twice to choose the best answer.Step Ⅳ Listening task (P57)First, ask the students to read these sentences and then listen to the tape and decide if they are facts or opinions. Play the recording and then check the answers with the class.Sample answers:Arguments for cloning pets:1. Favorite pets can live forever as clones.2. It is moral to clone pets for their owners.Arguments against cloning pets:1. Many people don’t agree with cloning.2. Some people think that cloning pets is selfish.Step Ⅴ HomeworkT: Boys and girls, today we have listened to some materials about cloning. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please preview the reading. Now class is over. Goodbye, everyone.The Third Period SpeakingStep Ⅰ Lead-inStep Ⅱ Read and answer (P16)To answer these three questions, teacher can give the students some examples as explanation, for example, Question 1.T: Now think about this question: if in the world there is only one sheep and human beings want to clone more. Some days later a Dolly appears, then many more. But one day all sheep get the same deadly disease. Now please think about what the results are.S: Maybe they would all die.T: Why?S: Because all sheep have the same arrangement of genes.T: Right. Now can you answer Question 1? Why shouldn’t you clone an extinct animal unless there is enough diversity in the group?S: It is useless to clone an animal if there is not enough diversity in the group for it to overcome illnesses.T: Why is it wrong to clone an extinct animal if it would have to live in a zoo?S: If the cloned animals have to live in the zoo, it is unfair to them. They need freedom.T. Why can’t you clone the DNA of animals that have be en extinct longer than 10,000 years?S: Dinosaurs disappeared 65,000,000 yeas ago. So the chance of dinosaurs returning to the earth is merely a dream.Step Ⅲ Discussion (Question 2)This is a speaking task. Ask the students to have a discussion in groups, organize their words properly, and give vivid description of the chosen animals.T: Now look at the table on page 16, discuss in pairs which extinct animals described are worth restoring by means of cloning. Choose one animal and use the information to help you argue why this animal should be restored to the earth.Give the students six minutes to discuss.Step Ⅳ Writing a report (P17)Deal with Questions three and four. Divide the whole class into four groups. Then they can have a competition.T: Now everyone, imagine all of you are owners of your chosen animal. Now work together, and give us a vivid description of your pet, then I will decide which one is the best to be resorted to the earth.Several minutes later, the students give performances. At the same time, list some major points on the blackboard.T: Well done everyone. It is really hard for me to choose, let us vote OK?Step Ⅴ TALKING (P55)Ask the students to talk about the questions with the teacher’s help.T: Look at the questions on page 54. Do you know how to show your opinion? You can discuss the following questions with your partner and use these expressions on page 54.1. How would you feel about having a clone of yourself in the family?2. What problems did you have growing up and how can you help him / her avoid them.Step Ⅵ HomeworkT: Write down your feelings and attitudes towards clone. Combine them into a composition.The Fourth Period GrammarStep Ⅰ RevisionCheck the students’ homework.Step ⅡGrammarT: Do you know the appositive clauses? Please pick out three more examples from the reading passage.Sample answers:The fact is that they are natural clones of each other.The whole scientific would follow the progress of the first successful clone, Dolly the sheep. Altogether Dolly lived for six years, half the length of the life of the original sheep.T: Now let me explain something about the appositive clauses. The appositive clause is a clause used as an appositive. The clause is an explanation to the noun before. The appositive clause belongs to noun clauses. Most of the appositive clauses may be introduced by the conjunction that.A content clause is frequently in apposition with such nouns as fact, news, idea, thought, question, reply, report, remark, hope, belief, suggestion etc.Some examples:Nobody shares my belief that he was mad.My suggestion that he was mad was not accepted.They are familiar with the opinion that all matter consists of atoms.Where did you get the idea that I could not come?We haven’t yet settled the question where we are going to spend our summer vacation.The suggestion came from the chairman that the new rule should be adopted.T: The words the fact are often inserted in front of an object clause when the clause cannot be conveniently connected with the verb either directly or by means of the representative it.This cannot hide the fact that he is growing old.We must face the fact that we are living in a revolutionary world.Some supplements:同位语从句与that引导的定语从句1) 从先行词看同位语从句与名次之间在逻辑上是“主语+be+表语”的关系。