安徽省滁州市第二中学北师大版高中英语教案选修8《Unit24Society》TheSeventhPeriodSpeaking
安徽省滁州市第二中学北师大版高中英语教案选修8《Unit24Society》TheFirstPeriodReading(I)
Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语abortion, graph, voluntary, abundant, rise, climb, rocket, double, triple, decline, on the increase/decrease, go up/down earn, deposit, in the hope that, signature, better off, vacant, resistance, affect, insist, demand, shorten, suggest, thus, aim atb.重点句子Protest groups are insisting that some of our money be given to the third world. Trade unions demand that the government shorten the working week.They are also suggesting that people should share work and thus reduce unemployment.It’s high time that we took these issues more seriously.We ought to visit the shops less and worry less about image.2. Ability goals 能力目标Enable students to talk about social changes and learn what a consumer society is.3. Learning ability goals 学能目标Help students learn how to talk about social changes.Teaching important points 教学重点The meaning of consumer society.Teaching difficult points 教学难点Identify the writer’s point of view on consumer society.Teaching methods 教学方法Discussing, listening & reading;Fast reading to get a general idea of the text;Question-and-answer activity to get the detailed information;Explanation for students to master some language points.Teaching aids 教具准备The multimedia computer; recorder.Teaching procedures & ways 教学过程与方式Step I Lead-inDeal with I n this unit you will…First ask students to read through unit objectives, which is a clear direction to learning unit 24. Ask them what cultural references there might be in a UK or US radio news report that they would have difficulty fully understanding.T: Hello, class!Ss: Hello, Mr. / Ms…T: In this lesson, we will start a new topic—Society. As usual, please learn the unit object ive s.Please read the unit objectives on P age 33 together and pay attention to the words in color.Ss: Discuss social issues, talk about society in the past and make suggestions…T: Well. Which object ive do you think is relatively difficult?S: I think the second object ive is difficult. I have difficulty fully understanding cultural references.T: En, what cultural references there might be in a UK or US radio news report.Ss: Maybe to places, objects, people and so on.After discussing, go on with Warm-up.Activity one: Describe the picturesT: We can see two pictures on the warm-up page. Who would like to tell us what you see from the picture s?S1: In the first picture, we can see many people get together. From their dress, I think they are English men and women. And they are wealthy. Men all wear business suits and top hats. Women wear elegant dress and jewelries.S2: In the second picture, we can see shabby buildings and people who wear ordinary clothes. Some people are doing business on goods shelf.T: Good. Why are the two pictures put together? What can they illustrate?S3: There is a remarkable contrast between the two pictures. I think they can illustrate some social problems—the difference s between the wealthy and the poor.S4: We all know most countries in the world have a type of social class system.England probably has the most obvious and clearly distinguished social class system of all. I think they can also reflect differences among social classes.T: You’ve both done very well. We’ll further study the English social class system in the later class. And today let’s see some social problems in W estern countries first. Activity two: Read new wordsShow the key words on the PowerPointT: Do you know all of them? If you know, please translate them; if not, you can look them up in the vocabulary list.…Now, please read after me, and pay attention to word stress.Activity three: DiscussAfter reading, l et the Ss discuss the question in Exercise 1 and then speak out their opinions.Possible statement:S1: I think inequality is the biggest problem. Because not everybody can benefit from the nation’s policy,t he rich become much richer while the poor become much poorer. Consequently, problems like begging and homelessness are on the increase. T: O K, you’ve done very well. A re there anyon e who’d like to tell us different opinions? S2: I think poverty is the biggest problem. Because of poverty, many people commit crime s.T: W ell, what both of you said sounds reasonable. So much for the discussion. You can continue after class.Activity four: Deal with Exercise 2Before listening to the tape, look at some new words based on the topic of listening. Check their meanings with the class.T: Before listening to the tape, let’s look at some new words based on the topic of listening. Please read them after me.Show the following words on the PowerPoint.household n.一个家庭graph n. 图表voluntary adj. 自愿的abundant adj. 充足的life expectancy 预期寿命T: You will find household and graph in the Exercise2 and life expectancy in Exercise3. Now please look at the topics and graphs in Exercise 2 and try to remember the figures. I’ll give you 15 seconds.15 seconds laterT: Are you ready? Now listen to the tape and match the topics with the graphs below. You should pay more attention to the percent of each topic.Let the Ss listen and match the topics with the graphs below.Then check the answers.Activity five: Deal with Exercise 3Give the Ss some time to read through the table and find out what information to listen for. Play the cassette twice for the Ss to listen and complete the table.Check the answers by having individuals say the ir answers and write them on the board.T: As the same, you have fifteen seconds to read the table and find out what information to listen for.15 seconds laterT: Well, what information are we to listen for?Ss: Figures.T: Yes. Listen to the tape and complete the table, please.T h en check the answers.Activity six: Deal with Exercise 4First, have students look at the key words. Then have two students read out the sample dialogue.T: In the box of key words, we can see some words describing trends. The first two lines reflect rise and the next two reflect decrease. And the last one reflects unstable situation. Do you know all of them? ... Who’d like to tell the difference between climb and rocket?S1: L et me try. I think rocket means increase very rapidly and climb means increase slowly.S2: I remember in the radio news, when the percent of households with cars and computers are referred, it says “The percentage of househo lds with cars has climbed from 62% to 72%”, while “the percentage of households with computers has rocketed dramatically from around 3% to over 40%”, so I totally agree with him/her.T: Good, both of you have done well. Next which two would like to read out the sample dialogue?S3: The number of crimes has gone down over the last twenty years.S4: False. It has gone up by double.T: O K. Then work in pairs, taking turns to say true or false statements from memory about trends in British society just as the example.Go round and monitor the activity, helping and correcting whe n necessary.Step III ReadingAsk the Ss to read the text on P age 34 and learn what the write r says about consumer society.Pre-readingActivity one: Leading inT: I think you’ve heard that our salary has raised a lot over the past two years, haven’t you?Ss: Yes.T: We earn more and we live better day by day. Once, people in our country lived in a time of wars. At that time, people had little to live on. People went without food sometimes. In the movies, we can see that some people were eating bark when they were hungry. As a result of, they wouldn’t mind what they were wearing, and they only wanted to get more food to eat. After the People’s Republic of China was established, national reconstruction returned to normal. Under the leadership of the Communist P arty, people live a better life gradually. And the economy has developed greatly. Now, we live in a peaceful era. We are trying to build a harmonious society. We earn more year by year and we spend more too. From what one possesses, we can judge how wealthy one is. From the construction of a city, we can see how developed the city is. To some degree, we can judge a country by what its people possess. Now most countries devote main efforts to social economic development. In order to develop national economy, we as consumers are encouraged to buy houses, cars and so on to give an impetus to production. We call such a society “consumer society”. Activity two: Before you startDeal with Exercise 1T: Look at the photos and the title on P age 34 and work in pairs, reading the list and guessing which three things you think will not be mentioned in the article according to your own experience s.Activity three: Predict the purpose of the authorT: Guess what the writer’s purpose of writing is by using the multiple choices. Question: What is the writing purpose of the text?A.To inform people of a new kind of society.B.To encourage people to consume.C.To warn people of this spending trap.Key: CP art two: Read to learnDeal with Exercise 2. Ask students to skim the text and check their guesses.T: Now s kim the article to check your guesses from Exercise 1.A nswers:g lobal trade, crime and violence, drugsDeal with Exercise 3.Students work in groups of three or four, discussing which of the writer’s views they agree and disagree with. And later each group speaks out their opinion.T: O K, read the text again, find out the writer’s views.A few m inutes laterT: What are the writer’s views?S: This ar ticle mainly talks about “consumer society”. It says that today we earn more but we also spend more, and because we spend more, w e have to work harder and have less free time to enjoy the happiness of life. Moreover, we also spend on something unnecessary. It also says advertising should be more controlled.T: Do you agree with these views or not? W ork in groups of three or four, discussing w hich of the writer’s views you agree and disagree with. Give reasons.A sample discussion:S1: We agree with the aut hor’s view on advertising. There’s so much advertising which encourage s young people to spend money. And many students visit shops in their free time instead of do ing something useful or helpful, so I think advertising should be controlled.S2: I find many people are encouraged to buy something they needn’t, just because they are on sale. S c:I agree with the writer’s view. We should visit the shops less and buy what we really need.S3: Recently, fast consuming appears in some places. People buy and change clothes frequently, which will contribute to a waste of resource. So I think people shouldn’t consumer blindly.T: Oh, very good. We should remember that“being”and“doing”are much more important than “having” when we seek for beauty.W e should also care about environment we live in.Teacher can ask one or two more students to tell their opinions.Step IV ExplanationDuring this procedure T eacher will play the tape for students. Students will underline the difficult sentence s. After listening to the tape, T eacher will explain the text and deal with language problems.T: Let’s deal with some difficult language focuses. Now I will play the tape for you. Please make a mark where you have difficulties.After listening to the tape, explain the difficult sentences to students. Before explain the difficult points, students are asked to refer to the notes to the text on P age 116-117.T: Do you have any difficulties with the text?S:Could you please explain the sentence to us: It’s high time that we took these is sues more seriously.T: First, let’s analyze the sentence structure. In this sentence, the past tense should be used with took no matter what tense is used in“It’s high time that”.It’s high time that … is a sentence pattern often used in the subjunctive mood and in the grammar part, we will learn about it in details and do more practice. Do you have any other questions?… Well, there are many useful phrases in the text. Please sum up the phrases and do vocabulary exercises in the L anguage P ower.Step V VocabularyDeal with vocabulary in the L anguage P ower. Ask students to do the exercises individually. While they are doing the exercises, remind them that they should pay attention to the correct form of the given words and make necessary changes where needed. Then check the answers with the whole class.Step VI Analyze the textHelp students analyze the structure of the text. Ask students to discuss in group s and then speak out their opinions. After this, show the suggested answers on the P ower P oint.T: O K . Please discuss in group s and fill in the chart below to find the structure of the text.T: Please stop here. I’m glad you thought actively and had a heated discussion. Wh ere is the text probably taken from ?Ss: This text may be a magazine article.T: What is the topic of the text? What is the text about?S 1: Consumer society .S 2: The text says that many of us are trapped in a spending circle.T: Quite good. How many parts can the article de divided into ? What’s t he main idea of each part?S 3: In my opinion the article is made up of three parts. The first two paragraphs mainly tell us that we are trapped in the spending circle. The third paragraphtells that more and more people begin to resist this consumer society. The last paragraph says that as a society, we should take these issues more seriously.T: Excellent!If students have different opinions, teacher may help them analyze the text.Show the following on the PowerPoint :Step VII Summary and HomeworkT: We talked about problems with the British social development and know about the consumer society today. We know that c onsume blindly will lead to waste. We should care more about what we are doing and being.Homework for today:1. Do Exercise 4.2. Pick out the sentences containing the verb forms and expressions in the text.。
高中英语选修8 unit24 society-communication workshop教案(北师大版)
Son: All the times that I cried, keeping all thethings I knew inside, It’s hard, but it’s harder to ignore it.
If they wereright, I’d agree, butቤተ መጻሕፍቲ ባይዱit’s them you know not me. Now there’s away and I know that I have to go away.
②read for thesecond time and completethe gaps with linking words Stage3 exercises Exercise 3 1. Explain the sentences 1-8 arefrom an essay so arenot as personal a thetwo letters to the newspaper. 1.） I think weshould bring back harder sentences.
12. father Ex 3.
13. son
14. son
Listen again. Answer thesequestions.
1. What do you think the situation is? Why do you think the son wants to go away? 2. What is the father’s advice? 3. How do you think both of them feel? Tapescript
students to Writing Help 3. Stage5 discussion—how to survivein the wild? Stage6 Listening A Song “Father And Son” by Cat Stevens Ex. 2. Listen to the song. Who do you think said these things, the father or theson? 1. father 5. father 9. father 2. father 3. father 6. son 7. son 10. father 4. father 8. son 11. father
安徽省滁州市第二中学北师大版高中英语教案选修8《Unit24Society》TheFifthPeriodReadingStrategy
Teaching goals 教学目标1. Target l anguage 目标语言a. 重点词汇和短语alley, edition, rectangular, mop, keep an eye on, fragrant, cast, turning point, undertake, squeeze, arch, thirstb. 重点句子It is the hutongs that leave the strongest impression…2. Ability goals 能力目标Help students to learn Beijing’s h utongs;Help students to learn the reading strategies: summarizing the main information of the text.3. Learning ability goals 学能目标Help students learn how to write a summary.Teaching important and difficult points 教学重难点The reading strategies: summarizing the main information of the text.Teaching methods 教学方法Reading, ask ing and answer ing, group work.Teaching aids 教具准备A multi-computer; a tape recorder.Teaching procedures & ways 教学过程及方式S tep I RevisionC heck the homeworkC heck the answers to the exercises on Page 84.Step II Leading inT: Do you like Beijing?Ss: Yes.T: Have you ever been to Beijing?Ss: Yes / No.S1: I’ve never been to Beijing. But I want to visit Beijing in the next year.S2: I’ve been to Beijing. But it’s a few years ago. Now, it has changed a lot. I also would like to visit Beijing again.S3: I have ever been to the Forbidden City and the Great Wall. They both are very magnificent.T: Yes.I hope some of you can study in Beijing. Now, look at the photos on P age 38 in your book. What can you think of? Where do you think these people live in? What is their life like?S4: In the picture we can see there are many households, two flatbed tricycles and three bicycles in the big courtyard. People dry clothes in the yard. I think they are natives of Beijing and they live in the Beijing’s h utong s. And they live a simple and friendly life in perfect harmony, which can seldom be enjoyed by the people living in the blocks of flats.Step III Read to learnDeal with Ex 2T: Then look at the title of this lesson. Can you predict what the article is about?S: Maybe it is about the history and today of Beijing’s h utongs, because it uses “changing”.T: Well. Read the article quickly and check your prediction. Then choose the best title for the article from the four titles in Ex 2.I’ll give you 3 minutes.A fter 3 minutes, c heck the answer together.T he best title is Beijing’s Hutongs.Deal with Ex3Ask students to work individually, reading the text and choose a heading for each paragraph.T: Next, read the text again and choose a heading for each paragraph.After a whileT: Have you finished?S s: Yes.T: Let’s check the answers together. T he heading for A paragraph is “What is a hutong?”; for B paragraph is “When and why hutongs were built”; for C is “Connecting lives”; for D is “Bad times for hutongs”; for the last paragraph is “Beijing’s hutongs today”.Deal with Ex 4Ask students to read the text carefully and judge if the statements are true or false. Students may compare their answers with the others. Then check the answers with the whole class and correct the false ones.T: OK, up to now, you’ve got the main idea of the text. T hen complete these notes on the article in Ex 5 please. First compare your answers with your partner and then I’ll have some ones read out the answers.A few minutes laterT: Time is up. I’ll ask some of you to read the answers to us.Deal with Ex 6Go through Reading S trategies with the class. Ask students to work in groups of five. Each student reads one paragraph and uses t he strateg ies to summarise the main information. The other students may take notes of their group members’ summaries.T: Do you know how to summarise a passage?S: I think a summary should include the general idea of the passage. T: Yes. N ow, pay attention to the following on the screen when summari s ing. The strategies will be of great help for you.S how the three points on the screen or let a student read them. Make sure students understand the meanings of “identify, back up”.T: Now, work in groups of five. E ach reads one of the paragraphs and uses the strategies to summarise the main information. T he others may take notes of your group members’ summaries. I’ll ask one group to show your work.A few minutes laterT: Who’d like to show your work?S: Let me try…From the text we learn about Beijing’s h utongs. From the first paragraph we know that the term h utong is nowadays used to describe the alleys, courtyards and the communities that live there. From the second paragraph we know most of Beijing’s hutongs were built during the Yuan, Ming and Qing Dynasties. Wealthy and important people lived in hutongs built close to the Forbidden City.From the third paragraph, we know the hutongs in fact connec ted people’s lives.From the f o u rth one, we know near the end of the Qing Dynasty, the conditions in Beijing’s hutongs went down.From the last paragraph we know h utongs are still an important part of Beijing life and they attract many tourists each year.Step IV ExplanationDuring this procedure, play the tape for students. Students will underline the difficult sentences.Deal with language problemsT: Now we’ll deal with some difficult language focuses. Now I will play the tape for you. Please make a mark where you have difficulties.After listening, explain the difficult sentences to students. Before explaining, students are asked to refer to the notes to the text on P age 117.T: Do you have any difficulties with the text?S1: Could you explain this phrase to us: cast a dark cloud on?T: It means that something ha s a bad influence on … W e can explain this sentence as: the political situation influenced C hina’s economy badly.S2: Could you explain the sentence: it is the hutongs that leave the strongest impression.T: This is a sentence using the emphasis sentence pattern. It means the hutongs leave the strongest impression on the tourists, not other things. Do you have any other question?Ss: No.T: If you don’t have any other questions, please sum up th e phrases and useful expressions in the text.Ste p V WritingDeal with Ex 8Individually students write a summary of the text, including a title and the most important information.Then students work in groups and read each other’s summaries and choose the one that they think is the best. Lastly have a few groups read out the best summary in their group.T: Now please use the information you’ve just collected to write a summary of the text. Remember to include a title and the most important information from each of the paragraphs.A few minutes laterT: Now work in your group and choose the best summary and I will ask some groups to read out your best summary to the class.A sample of summary:Beijing’s HutongsNowadays, the word “hutong” has come to mean more than just the alleys that connect the courtyards of traditional Chinese houses. It also refers to the courtyards themselves and the communities that live there. Most of Beijing’s hutongs were builtduring the Yuan, Ming and Qing D ynasties. The emperors organized Beijing in blocks of houses because this made the city easier to control. Wealthy and important people lived in hutongs built close to the Forbidden City. Near the end of the Qing Dynasty, conditions in Beijing’s h utongs went down because of the political situation. After the People’s Republic of China was set up, conditions in Beijing’s h utongs improved. Now, h utongs are still an important part of Beijing. They attract many tourists each year.。
高中英语 Unit24 Society教案 北师大版选修8
安徽省滁州市第二中学高中英语 Unit24 Society教案北师大版选修8I.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“社会”为话题，我们每个人都处于大大小小的社会中。
如果脱离社会，我们每个人都无法正常生存下去，所以我们每个人都应为建立一个和谐社会而努力奋斗。
本单元的课文及练习的设计全部围绕本单元话题——社会展开。
单元共分8个小板块，板块序列为：单元话题导入阅读（语法）听力（技能）阅读（技能）表达（写作和口头表述）Language Awareness（语法）文化交流Bulletin Board。
本单元要求学生掌握虚拟语气及情态动词表达建议的复杂句型。
本单元还向学生提供了阅读技巧、听力技巧和口头技巧，以便提高他们的综合语言技能。
最后要求学生按照写作指导写一篇关于社会犯罪与处罚的短文。
教材设计体现了跨学科的特点。
本单元通过学习消费型社会、乌托邦、变化的世界、犯罪与处罚等文章，内容涉及中西方文化，帮助学生了解文化差异的同时使他们对本国文化有了更深的理解。
文章内容紧贴生活，具有现实意义，为中学生所感兴趣，并对中学生的生活消费观具有引导意义。
本单元还介绍了我国古建筑艺术——胡同，让学生了解我国的本土艺术文化，珍惜文化遗产。
教师要借助听、说、读、写等一系列扎实有效的教学活动，提高语言运用能力的同时，拓展学生的思维空间，增强学生的社会文化意识。
1.1本板块的第一部分是阅读。
活动设计共有三个：Activity 1是Pre-reading activity, 目的是通过照片、文章题目鼓励学生来猜测文章内容，激活学生的背景知识，提高阅读理解能力。
Activity 2是Post reading activity，回应Activity 1。
可以要求学生快速阅读，核对在Activity 1中的选择。
Activity 3是课后讨论，促使学生熟悉课文内容，了解消费型社会，把握作者的观点，形成自己的观点，促进学生关心社会问题，思考社会问题，为建立和谐社会出谋划策，尽自己所能。
安徽省滁州市第二中学高中英语 Unit 24 Society The Fourth Period V
某某省某某市第二中学高中英语 Unit 24 Society The Fourth Period Vocabulary教案北师大版选修8Teaching goals 教学目标1. Target language 目标语言phrasal verbs with up：clean/turn/set/lighten/make/give/dress/pick/hold/take/do/go up2. Ability goals 能力目标Enable students to learn phrasal verbs with up.Enable students to make suggestions with the functional items.A multi-puter.Teaching procedures & ways 教学过程及方式Step I RevisionCheck the homeworkT: Yesterday, I asked you to finish Ex 1-3 on Page 82 after class. Have you finished? Ss: Yes.T: I’ll ask some of you to report your work. Who’d like to show your work? Deal with Ex 1. Check answers with the whole class.Deal with Ex 2 and 3. Ask individuals to read out their sentences.Step II PronunciationPlay the recording for students to identify which of the suggestions sound tentative and which sound stronger. While they are listening, ask them to pay attention to the language of making suggestions. Then listen again and pause after each sentence for students to repeat the suggestions.Play for the first timeT: In the last period, we have listened to some suggestions. Now, listen to eight more suggestions. While you are listening, pay attention to the intonations. And identify which of them sound tentative and which sound stronger.After listening, ask students to tell their answers.Play for the second timeT: Then listen again and repeat the suggestions one by one. Pay attention to your intonation.Step III SpeakingDeal with Ex 9 on Page 37Read out the instructions to the class and have two students read out the sample dialogue. Students work in pairs. Each reads their role card and think of tentative and stronger suggestions to make for the ideas. The pairs then act out dialogues, making suggestions and menting on their partner’s suggestions. Go round and monitor the activity, paying particular attention to the language of making suggestions. T: Now, work in pairs. Use the rolecards to make suggestions about how to improvea town. First please read your rolecard and think of tentative or strongersuggestions to make for your ideas. I’ll ask one pair to act out your dialogue later.After a whileT: Which pair would like to try?SA: It’s about time they cleaned up the river!SB: That’s true, and it’d be a good idea if they make more parks.Deal with Ex 10Have one of the students read out the list of items. Then, students work individually, thinking of their own local munity and writing notes for ways of improving it. Deal with Ex 11Have two students read out the example dialogue. Then, students work in pairs, discussing their suggestions and seeing which suggestions they both agree with. Ask two pairs to tell the class about some of their ideas.T: Who’d like to read out the list in Ex 10?S: traffic and transport, historic buildings, parks and gardens, pollution and the environment, recreation facilities for young people (sport/socializing/culture), health services, care for the elderly/poor/homelessT: OK, thank you. Now, think about ways of improving your local munity and writing notes for ways of improving it. Then work in pairs. Discuss your suggestions with your partner. And minutes later, two pairs will be asked to tell our ideas.A few minutes laterT: Which pair would like to show your work?S: Both of us think it’d be a good thing to build a new outdoor swimming pool. It’s about time we started to look after the historic buildings in our city. And we should spend more money on recreation facilities for young people.Step IV Vocabulary: phrasal verbs with upHelp the students learn some phrasal verbs with up and use them correctly.Deal with Ex 12When dealing with the phrasal verbs exercises, remind students of the golden rule: learn vocabulary in context. Advise students to read through the plete contexts before starting to fill in the verbs.Students do the exercise individually. They then pare answers in pairs before checking answers.T: We have learnt the formation of phrasal verbs in Unit 20. Now let’s learn some phrasal verbs with up. Try to finish Ex 12 and remember the golden rule: learn vocabulary in context. Read through the plete contexts before starting to fill in the verbs.After students have finished, check the answers.T: Just now we did some exercises about phrasal verbs with up. There are more exercises in the Language Power. Let’s turn to Page 85 and finish them.T: Yes. He was also a scientist. He wrote over 400 books on every branch of learning, including logic, ethics, politics, metaphysics, biology, physics, psychology, poetry and rhetoric. He said “M an is by nature a political animal〞, which can be translated into Chinese: 人是政治的动物。
北师大版高中英语选修八unit 24《society》the second period grammar优秀教案(重点资料).doc
安徽省滁州市第二中学高中英语 Unit 24 Society The SecondPeriod Grammar教案北师大版选修8Teaching goals 教学目标1. Target language 目标语言Learn about the subjunctive mood used for persuasion.2. Ability goals 能力目标Enable students to use the subjunctive mood to talk about problems and give advice.3. Learning ability goals 学能目标By practicing help students to learn to use the subjunctive mood freely.Teaching difficult points 教学难点The subjunctive mood used for persuasion.Teaching important points 教学重点How to use the subjunctive properly in communication.Teaching methods 教学方法Listening and speaking; asking and answering; pair work. Teaching aids 教具准备A multi-computer.Teaching procedures & ways 教学过程及方式Step I RevisionDeal with Exercise 4Check the homework.Ask individual students to read out the sentences they underlined in the text.T: Last period I ask you to do Exercise 4 after class. Now let’s check the answers together. First, please read out the sentences you underlined.Ss: Protest groups are insisting that some of our money be given to the third world.Trade unions demand that the government shorten the working week.They are also suggesting that people should share work.It’s high time that we took these issues more seriously.We ought to visit the shops less.Step II GrammarGet the students to learn to use the subjunctive correctly. Deal with Exercise 5.Read the instructions and check that students understand what to do. Students do the exercise. Work in pairs, reading the sentences and doing the matching exercise.After that, let students read the Grammar Summary 5, page 102. Then show the following on the PowerPoint.T: The subjunctive mood is very common in formal writing and in speech, and particularly after verbs such as demand, insist, recommend, suggest, and wish, nouns and adjectives such as demand, essential, important, insistence, proposal, suggestion; and conjunctions such as although, as if, as though, if and unless. In this unit, we mainly learn about these complex sentences: (1) suggest, advise, recommend, propose, order, command, request, require, demand + that clause (should do/do )He suggested that we (should) save money for the future. (insist 根据判断)(2) It is suggested/advised/ordered/requested/required + that-clause(should do/do) (主语从句)(3) My advice/suggestion/request/requirement is + that-clause (should do /do) （表语从句）His suggestion/advice/request/requirement + that-clause(should do/do ) is…（同位语从句）(4) It is natural/necessary/strange + that-clause (should do/do) 表惊奇、怀疑、惋惜、不满、理应如此等。
安徽省滁州市第二中学北师大版高中英语教案选修8《Unit24Society》TheSixthPeriodWriting
Teaching goals 教学目标1. Target l anguage 目标语言a. 重点词汇和短语b reak into, fine, sentence, abolish, on principle, sentence sb. to death, consequently, due to, as a result of, in order to, moreover, furthermoreb. 重点句子What is even more unbelievable is the fact that some murderers are let out of prison after three or four years.I think we should bring back much harder sentences in this country…I also believe we should bring the death penalty back to this country as in the S tates.I am totally against harder sentences on principle and really feel the death penalty should be abolished.2. Ability goals 能力目标Learn to write a discursive essay.3. Learning ability goals 学能目标Enable students to know how to write a discursive essay.Teaching important and difficult points 教学重难点Enable students to know how to write a discursive essay.Teaching methods 教学方法Ask ing and answer ing; p air work.Teaching aids 教具准备A multi-computer.Teaching procedures & ways 教学过程及方式Step I Revision and l eading inCheck the homework to the vocabulary exercises.T: The topic of this unit is “Society”. Who would like to say something about what we have learned in this unit up to now?S: In the first period we have learned something about the soci al problems of England. From lesson 1, we learned about the consumer society. And we should remember that “being” and “doing” are much more important than “having”.From lesson 2, we learned about the western ideal society Utopia. From lesson 3, we learn about the culture of Beijing’s H utongs— its past and present. …T: Good! To learn the language of English well, we should learn the soci al culture as well. Try to learn about the difference s between cultures.Punishment: the death penalty, fine, prison sentence, soft/hard sentences, life sentenceSs: (repeat)T: Well, please work in pairs, discussing which of the crimes are a big problem in our own society? What punishments would you give for the crimes? You can check the meaning s of the key words in the vocabulary list before your discussion.A sample:S1: I think break in is the biggest problem now. I’ve heard of a few cases of break in recently. The criminals broken in and shot two office workers to death.S2: Yes. It’s very horrid. I think the criminals should be given hard sentence.Deal with Ex 2Ask students to work individually first, then discuss with the whole class.T: I’m glad you have had a heated discussion. Next, read the two letters to a newspaper on P age 40. From the title and the photo we can know the two letters are both about crime and punishment.B ut they hold different ideas. First read individually and decide which one you agree with most.After six minutesLet students talk about their opinions.S3: I agree with the first letter. I think criminals should pay for what they have done.And they shouldn’t be let off with fines. When a person has killed somebody, they don’t deserve to live.S4: I agree with the second one. I think every person is good by nature. And the primary goal of punishment should be to reform the person who has committed the crime.We need to help and reform criminals in order to make them into useful members of the community.S5: Yes. We should give opportunities to those who would like to repent. And the death penalty is a cruel form of punishment which is against human dignity.S6: I agree with the first one. If a drug dealer or robber can be out on the streets only a few weeks or months after committing their crimes, or even get let off with fines, they would be dangerous and our community would be at risk then.S7: Yes, as a result, many people will lose faith in justice.Step III PracticeT: Well, from the two letters, we know something about the crime and punishment in Britain and the USA. Next, let’s do Ex 3 on P age 41. The sentences (1-8) are from a discursive essay, and they are not as personal as the opinions in the two letters. Now what you should do is to match the sentences with personal opinion in the two letters. You can work in pairs.Check the answer by asking individual students to read out their answers.S uggested answers:1 I think we should bring back much harder sentences.2 I totally agree with the American idea of “three strikes and out”.3 They have become like luxury hotels with televisions and gyms.4 I also believe we should restore capital punishment in this country.5 We also need to think about the wishes of the families and friends.6 I am totally against harder sentences on principle.7 Capital punishment is judicial murder.8 It is a savage form of punishment which is against human dignity. Deal with Ex 4.T: Look at the linking words. Which introduce reason and which introduce result?Ss: Consequently, so that, as a result of introduce result; while due to, just because, so much and in order to introduce reason.T h en s tudents do the exercise individually. Then compare answers in pairs before checking answers as a class.Check students’ answers by having individuals read out the ir answers.StepⅣWritingStudents will be asked to write an essay discussing th e statement: The only way to cut cr ime in our country is to make punishment more severe.First teacher should explain the stages of writing a discursive essay. Students are given time to discuss. Students can work in pairs, listing the arguments for and against each statement and adding their own arguments and reasons.T: We are going to write a discursive essay. Y ou may think it is easy to write it, but to write a good article is not such an easy task. S o let’s first learn the basic stages of writing such kind of composition.S how the following on the screen.S tage 1 list arguments “for” and “against” the statement, add reasons S tage 2 write a layout of your essayS tage 3 write the essay (pay attention to style, useful vocabulary, linking)S tage 4 check your essayT: A re you clear?Ss: Yes.T: There is also something you should pay attention to. F irst, you should list enough information about your topic; don’t omit the necessary information points; all content is relevant to the topic. S econd, organize your ideas properly, ideas are clearly stated or supported; ideas should be to the point. A t last, try to make your writing move on naturally and coherent. T hese are the basic rules and keep them in mind when writing. I think you should prepare the passage well after class and finish writing the passage before the next period.StepⅤHomeworkT: After class, please finish exercises in Focus on Writing on Pages 88 & 89 to consolidate what we’ve learned today. A fter you finish the writing, first work in pairs and read each other’s articles. T hen comment on and discuss the arguments in both essays to improve your essays. U nderstand? Ss: Yes.T: Right. Y ou are required to hand it in before the next period.M any people feel that harder sentences should be brought back so that criminals are made to pay for what they have done. A nd the death penalty shouldn’t be abolished only this can our society be protected and young people be prevented from leading a life of crime. I n addition, some people say that conditions in prisons are too soft and the wishes of victims’family and friends possibly need to be taken into account.H owever, others don’t hold the same view. T here are arguments against harder sentences and the death penalty. They think the death penalty is murder and no better than any other murder. Furthermore, the death penalty is too cruel and against human dignity.I n my opinion, the primary goal of punishment should be to reform the person who has committed the crime. W e need to help and reform criminals in order to make them into useful members of the community.。
高中英语选修8 Unit24 Society Warming up 北师大版
Unit 24 Consumer SocietyWarming-up---教案In this unit you willDiscuss social issues, talk about society in the past and make suggestions.1．Listen to a radio news report, a story, dialogues and a song.2．Use listening strategies for dealing with cultural references3．Read magazine articles and letters to a newspaper. use reading strategies for summarizing. 4．Write a discursive essay.5．Learn about complex sentences used for persuasion.Teaching Aim:(1) to get to know sth. about social problems in western countriesbegging discrimination violence drugs homelessness inequality poverty racism unemployment abortion(2) to listen to a radio news report(3) to practice speakingStep 1 Pre-listening1.Before doing the exercise, introduction of the topic through some pictures and say what the contrast is illustrating2.Say the key words after practicing pronunciation and word stress.3.deciding what the biggest problem are in western countries and putting the problems in order of importance.4. Tell the class your opinions and see how much general agreement there is about the two biggest problems. Present any new vocabulary the class needs to talk about problems in Western countries.Step 2 Listening1.listen for the first time and match the topics with the graphs2.listen for the second time and complete the table3.check the answers by the listen to the tape againAnswers : 2,3,4,1Step 3 Speaking—talk about trends in British society.Step 4 Exercises1.have ss look back at exercises 6and 7 .play the tape again and ask them to listen for additionalinformation about Lucy and Grant that is not in the exercises.2.do exercise 4 ,have the ss look at the key words ,check that they understand the differencesbetween some of them .step 5 SummaryWork in pairs. Use the key words to say true or false sentences about trends in British society.Key Words: Describing Trendsto rise, to climb, to go up, to rocket, to double\ triple, to be on the increase，to fall, to go down, to decline, to be on the decrease，to fluctuate, to go up and downstep 6 Homework。
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Teaching goals 教学目标1. Target l anguage 目标语言a. 重点词汇和短语anchor, seaweed, swing, seagull, spiritual, buddhism, prayer, merchant, wax, pan, semicircle, suck, rob, steal, assist, attend, comprehensive, understanding, contamination, pollution, nervous, pass, spend, foreigner, earn, win, flourishing magnificent, essential, major, vital, concern, uneasy, ideal, utopian, carry on, go on, follow, continue, murder, rape, fraud, mugging, penalty, assault, blackmail, fine, burglary, age, comedy, drama, lend, poet, tragedy, period, shopliftingb. 重点句型That’s a good idea.Surely, it’d be better to explore a bit?O K, let’s do it.Don’t you think it would be better near the stream?How come?I wouldn’t mind one.Right. I’ll collect the stones…O K. Why don’t we both do that?It’s freezing.My feet are blocks of ice.I’m dying for a cup of coffee.I suppose he is getting on a bit.2. Ability goals 能力目标Enable students to make proper reactions to suggestions in communication.Enable students to use exaggeration in speaking.3. Learning ability goals 学能目标Help students learn how to prepare for problem solving task.Teaching important and difficult points 教学重难点Speaking strategy: prepare for problem solving.Teaching methods 教学方法Listening, speaking and discussing.Teaching aids 教具准备A m ulti-computer, a recorder.Teaching procedures & ways 教学过程及方式Step I RevisionCheck the homework.Check answers to Ex1 with the whole class.Check answers to Ex 2 by having individuals write their sentences on the board.Check answers to Ex 3, 4 and 5 by asking individuals to tell out their answers, and then check together.S uggested answers to Ex 4:D ebbie and Lily went on holiday to Beijing. F irst, they toured the Great Wall. S econd, they walked through some hutongs. T hey then visited the Forbidden City. A fter that, they shopped and had a meal. T hey left the next day.Step II Listening: A songRead out the instructions to the class.Students work in groups of three or four, discussing the generation differences. Apart from differences, ask the class if there are any similarities between the two generations. T: W e are very familiar with “the generation gap”. It’s said that there are differences between the children’s generation and their parents’ generation. Parents can not understand the children and can not be understood by the children. So a gap appears, though they live together. Now w o r k in groups of three or four, discussing thegeneration differences. Think about these things: (Show a)… b)… c)… on the PowerPoint). L ater, I’ll ask some groups to report your result s to the class.…S1: As to tastes in music, most parents enjoy classical music or folk music, while the young prefer pop music. As for clothes, the young prefer fashion. They would more like to present their individual character through their clothes.S2: As to the attitudes to work and money, most young people seek a higher salary and changes. They may not like to stay unchangeable. But the parents would like to be stable.S3: As to marriage, most parents prefer their children to marry early and live with them, while the young hope to have his own life first and live independently after their marriage.T: So many differences! But I think there are surely similarities between the young and the parents, don’t you thin k so?S4: Yes. Though there are differences between the two generations, there are also something similar between them. For example, we can see both the young and the old in some sports games.…T: Good. So I think this gap can be filled if there are more understanding and acceptance.Deal with Ex 2Give students time to read the sentence s before playing the cassette. Play the cassette twice for students to listen and find out who said each sentence.T: Have you ever listen to the song “Father and son” by C at Steven?Ss: Yes / No.T: On P age 41, in Ex 2, there are fourteen sentences from the song. Now read the sentences and guess who said these things, the father or the son. Then I will play the cassette for you to check if you guesses are correct.Check the answers with the class as a whole.Deal with Ex 3Read out the questions to the class. Play the cassette again for students to experience the feelings of the father and the son. Discuss these answers to the question in pairs or groups of three. Tell them there are not “right” or “wrong” answers to the questions. They need to interpret the song and the feelings of the father and son.Suggested answers:1. The situation is that: the son wants to change his present situation and go away while the father asks him to get marr ied and settle down.The son wants to go away because he doesn’t want to listen to his father’s old story and want to have his own life.2. The father advises his son to get marr ied and settle down.3. The father may feel bad.The son may feel boring.Step III Speaking: Problem SolvingDeal with Ex 1Have students look at the photo and talk about it.Read the instructions to the class. As a whole class, students discuss what they would miss most in this situation.T: L ook at the picture. Where are the three young people? Why are they there? What are they doing?S: I n my opinion, they are in the wild. Maybe they are undertaking a camp and field training. Now they are discussing which road to take next.T: I f you had to spend two weeks hiking on a mountain without any of the comforts of home, what would you miss most?Ss: Hot water, bread, fire …Deal with Ex 2T: In pairs, please discuss what would be the biggest survival problems for you?Deal with Ex 3&4Listen to three people on a survival course. Then say which of the problems in Exercise 2 are mentioned.C heck students’ answers by playing the cassette again, pausing it after each answer.When dealing with Ex 4, give students time to read the expressions before play the tape again.T: Now, please read the expressions first. The expressions a-h are spoken immediately after the expressions 1-8. Each pair express the same meaning, but in quite different way. While listening, please match the expressions.Play the tape. Then check the answers.T: Then, please discuss which expressions involve exaggeration and which involve understatements.A sample discussion:S1: I think the expressions: 1 2 3 f 5 6 a d are exaggeration while the rest are understatements.S2: Yes. W e also use such expressions a lot in Chinese.T: Listen to the tape again, pay attention to the reactions to suggestions. Let’s begin.A fter listeningT: Who’d like to read out the negative reactions to the class?S: Let’s me try. T hese negative reactions are:Surely, it’d be better to explore a bit.I t’s quite big, but I don’t see why we have to build it near here.D on’t you think it would be better near the stream?S urely, we can do that when it’s finished.T: Good. T hen turn to Page 90, try to finish Ex 1. Look at the pictures and complete what the people are saying, using idiomatic expressions.C heck the answers by having individuals read out their sentences.T: Who’ d like to read out your sentences for the first picture?S1: Let me try. It’s freezing in here.T: Right. What’s the second one?S2: Yes, my feet are blocks of ice.T: Then the third one?S3: I’m dying for a cup of coffee.T: Right. W hat about the fourth one?S4: If you’re homeless you can’t get a job; if you can’t get a job, you can’t pay rent. I t’s a vicious circle.T: Good. W hat about the last one?S5: House prices have rocketed this year.T: Good. Y ou’ve all done a good job.Step IV PronunciationDeal with Ex 6Play the cassette two or three times for students to listen to the words said slowly, then fast.Ask students to repeat the phrases after the cassette.T: Now listen to the tape first, please identity which of these sounds disappear or are added: /t/, /d/, /r/, /v/. Then repeat the phrases after the cassette.A nswers:1 start-/t/ disappears2 let’s-/t/ disappears3 explore-add /r/ at end of “explore”4 best place-/t/ disappears5 for a cup-add /r/ at end of “for”6 cup of coffee-/v/ disappears, just schwa7 could build-/d/ disappears 8 need people-/d/ disappears9 some of them-/v/disappears 10 before it-add/r/ at end of “before”Step V Speaking strategiesStudents will be asked to make group decisions about how to survive in the wild, following the stages below.Stage 1Read the speaking strategies to the class and explain that they are going to follow these strategies in the next stages.Read out the instructions to the class and check that students understand any new vocabulary, e.g.: “fish hooks”.Stage 2Give students time to look back at the expressions in Function File on P age 37 and C hatroom on P age 42.In groups of three, students practice making suggestions and reacting to them.Stage 3In their groups, students identify the most important problems, suggest and agree solutions and decide how to share the jobs.T: Now, if you are asked to spend two weeks in a forest in groups of three, what do you do to survive in the wild?… P lease first read the speaking strategies for preparing for problem solving. Because you are asked to follow these strategies in the next stages.Students read the strategy silently.T: O K, let’s look at the task information;discuss them with your partner. Next, you have several minutes to look back at the expressions in Function File on P age 37 and C hatroom on P age 42. Please think of suggestions to help you survive and work in group of three, practice making and reacting to suggestions. Then, you should identify the most important problems, suggest and agree solutions and decide how to share the jobs.T: O K, now imagine you are in the wild. Please make your plan to survive.A sample of the dialogue:A: O K, so here we are. We must survive for two weeks in the forest, but we have only the equipment-knife, fish hooks, torch, flint, first aid kit, cooking pan, water bottle, and food for one day.B: Yes.C: I think the most im portant problem is to get a shelter built. It’s colder in the night and we also need to protect ourselves from dangerous animals.A: That’s a good idea.B: Surely, it’d be better to explore a bit? We should find the best place.C: O K, let’s do that.C: O K, let’s start, shall we?A: Good, I’ll collect some stones and make the wall for the shelter. And we need people to cut branches.B: O K, why don’t we both do that?C: I’d rather you cut the branches. I’ll carry them and let’s put some of them on the ground to sleep on.B: Surely. Let’s get going. And then we can make a fire to make something to eat.Step VI TalkbackIn turn, each group tells the class their plan to survive.The class then votes for the group with the best chance of surviving.Step VII HomeworkFinish the unfinished exercise s on P age s 90 and 91.。