人教版高中英语选修8全册教案备课讲稿
选修8
黎巨森、蒋茹、罗培芳、罗丽霞
Unit 1 A land of diversity
Period 1 Reading
Teaching goals
Enable the students to talk about things about the USA.
Help the students learn the huge diversity of races and cultures in America, especially in California.
Teaching important and difficult points
Learn the huge diversity of races and cultures in California.
Teaching methods
Fast and careful reading; asking and answering activity; individual, pair or group work.
Teaching aids
A map, a blackboard and a computer
Teaching procedures
Step 1 Warming up.
Ask the students to describe what they learn about the USA.
Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?
Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.
Step 3 Fast reading
Read through the passage and get the main idea.
Reading comprehension.
Ask the students the following questions:
When you look at the title, what so you think of ?
2) Why is the USA called a melting pot?
Step 4 Detail reading
Beside each cultural group , write the period in which they first came to California in large numbers.
Step 5 After reading
Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )
Step 6 Homework
Finish “Learning about language”on page 4.
Period 2 Extensive Reading
ity of reading
Teaching aims: 1. Improve Ss’ abil
2. 德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，为终身学习奠定良好
基础。
PART I READING (P8)
Step 1. Fast reading: SB P7 PART 1.
PART 2
Step 2. Careful reading: Read George’s diary and answer the 5 questions on Page9 Step 3. Pay attention to the main words, phrases and sentences(根据学生实际由集体备课确定) PART II READING TASK(WB P51)
Step 1. Fast reading to find the main topic of each paragraph:
Step 2. T explains some difficult points.(由集体备课确定)
Step 3. Homework ：read the passage fluently and recite some parts.
Period 3 Grammar
Teaching aims
Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. Help the students learn how to use the Noun Clauses.
Teaching important and difficult points
Differ the noun clauses.
Teaching methods
Analysis and have some discussions.
Teaching procedures
Step 1 Preparation
Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.
1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主语从句)
2)The fact that they arrived a long time before Europeans is what matters.
Appositive clause(同位语从句) & Predicative clause(表语从句)
3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句)
Step 2 Discussion
Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive.
Step 3 Analysis
1.高考考查热点:
1)名词性从句的语序（陈述句语序）；
2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句；
4）根据具体情景选用适当的关联词。
2.根据例句，讨论：
1）whether\if的区别
I. Please tell me if/whether you will go to the lectures tomorrow.
II. It all depends on whether the sky will clear up.
III. The question is whether the film is well worth seeing.
IV. Whether he will be well tomorrow I’m not sure.
V. Whether it is true remains a problem.
A.引导宾语从句，位于及物动词后
B.引导宾语从句，位于介词后
C.引导宾语从句，放句首
D.引导表语从句，主语从句或同位语从句
whether: A, B, C, D
if: A
2)What\that的区别
I. I think that it is unnecessary for me to speak louder.
II. His mother is satisfied with what he has done.
III. That he was able to come made us happy.
IV. This is what makes us interested.
V. The reason was that Tod had never seen the million-pound note before.
汉语意义能否省略
所引导的从句中是否缺主语、表语或
宾语
否
What 缺什么；所……的东西、事
情
that 不缺无意义宾语从句中能省
略
3）who\whoever; what\whatever的区别
I. The spoken English competition is coming. Who will attend the meeting hasn’t been decided yet.
II. I believe whoever takes part in the competition will try his best.
III. Can you tell me what you would like to order?
IV. Whatever happens, don’t be surprised.
V. All the food here is delicious. Just order whatever you like.
名词性从句让步状语从句
Who 表示―谁‖/
Whoever 表示―…的任何人‖表―不论谁‖
What 表―什么，所…的东西、事情‖/
Whatever 表―…的任何东西‖表―无论什么‖
4)常见的it作形式主语的结构
I. It is a fact that he won the match.
II. It is necessary that we do study the English.
III. It is known to all that light travels in straight lines.
IV. It seemed that he would come here.
基本句型结构常用词语
It is + 名词+ that从句It is a fact/a shame/a pity/no wonder/good news/…that…
这类主
It is + 形容词+ that从句It is necessary/strange/important/possible/likely/…that…
语从句中,谓语动词常为(should)+动词原形
It is + 过去分词+ that从句It is said/reported/decided/known/…that…
It + 不及物动词+ that从句It seemed/happened/doesn’t matter/has turned out/…that…Step 4 Practice
1)Exs.3&4, Students Book P5
2)Make sentences using noun clauses as the subject, object, predicative and appositive.
Step 5 Homework
1. Review what we have learnt today.
2. Translate sentences:
1)显而易见, 英语很重要.(主语从句) 2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句)
4)问题是我们下一步该怎么做.(表语从句)
Period 4 Listening and speaking
Teaching goals
Train their listening and speaking abilities.
eaching important and difficult points
Help the students to talk about position, space and direction and illustrate ways that listeners
indicate that they are listening to the speaker.
Teaching methods
Pair work and group work, discussion and cooperation
Teaching aids
A recorder, a computer, and a blackboard
Teaching procedures
Step1 Listening
The first time the students listen to the tape they are expected to listen for the gist only. Read Ex1
on page 6 with students so that they know what to listen for and play the recording right through
without stopping.
4 Geographic areas of California
Every culture has its own ____music__, ___festivals_____, food and art.
Most interesting. Wish you were here. Give my love to Paula.
George
Tell the students that when they listen to this time they are to focus on what Christie, who is
mainly listening, says. Play the tape and stop after each thing that Christie says so that students
can write down her words according to the chart on page 7.
4.Get the students to compare their answers with their partners and check the answers.
Step 2 Speaking
With a partner hold a telephone conversation about a place you have visited recently.
Sit back to back with your partner so you can’t see each other.
3. Swap roles. Partner B tells Partner A about his\her visit.
Step 3 Homework
Write a short passage about the place they have visited recently.
Period 5 Using Language
Teaching goals
Target language
Useful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull,
immigration, team up with, mark out, take in, a great many.
Teaching important and difficult points
Improve the students ’ reading ability (skimming and scanning).
enable the students to grasp the useful words and expressions.
Teaching methods
Reading, discussion, cooperative learning
Teaching procedures:
Step 1 Lead-in
Look at George ’s photos. Then quickly read George ’s diary. Write the days he saw these things under the photos.
Read George ’s diary more slowly and answer the questions.
Step 2 Language points
Team up with: make an effort in cooperation with; work together with 与……协力从事,合作Translate:
He teamed up with an experienced worker in the project.
2.hire 解雇
fire 租,雇佣
1)You are _fired___, because you are so lazy for the work.
2) I must ____hire_ a house when finding a job in the city.
3.take in He had nowhere to live in, so we took him in.接纳
2)The dress needs to be taken in.改小3)They listened to my lecture, but how much did they take in , I wonder?理解
4)Don ’t let yourself be taken in by these politicians.欺骗
Take off 拆开,拆散
Take on 贬低, 贬损名誉等
Take apart 从事,对…..产生兴趣,打听,占用空间或时间
Take away from 脱下,脱去,起居,休假,离开
Take up 开始雇佣,露出,承担,接受
Step 3 Pair work and consolidation.
Make sentences with the new words learned in this lesson.
Step 4 Homework
Read the passage again
Prepare for the diction of the useful words and expressions of this unit
3. Prepare for the writing of the next lesson.
Take in 接受,接纳,接待
吸收,领会,理解
改小(衣服)
包含,包括
欺骗
Unit 2 Cloning
Period 1 Warming Up, Pre-reading, Reading & Comprehending
Teaching Goals:
1. To arouse Ss’ interest in learning about cloning
2. To learn about the procedure of animal cloning and the life of Dolly the sheep
3. To develop Ss’ some basic reading skills.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse them to want to know about cloning.
Look at the following pictures and have a free talk.
1.Do you know the name of the most famous sheep and how it is different from other sheep?
Suggested Answer:
Its name is the Dolly sheep. It was cloned while the others were born naturally. It is the copy of
another sheep.
2.What is cloning?
Suggested Answer:
Cloning is a way of making an exact copy of another animal or plant.
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit through the discussion
To get Ss to look at the pictures and discuss how they differ
Suggested Answer:
-made The first picture shows ―identical dogs‖. The smaller of the two dogs must be a man clone of the larger one. The other picture is about human twins. They are identical in sex and appearance and are good examples of natural clones.
Step 3. Pre-reading
Purpose: To arouse S s’ interest in the text and encourage Ss to predict the content of the
text.
Get students to discuss what the passage talks about and how they understand the meaning
of the title “Cloning : Where is it leading us?”
Ask Ss to talk about the following questions.
(1) What is cloning?
(2) How is a clone produced?
(3) What’s the function of cloning?
(4) What’s the effec t of the cloning?
Step 4. Fast reading
Purpose: To get Ss to get some useful information.
1. Ask Ss to listen to the text and try to get the main idea of the text.
2. Ask Ss to read the text quickly and answer the following questions.
Suggested Answer: (1) How many female sheep participate in the cloning of a new sheep?
Three sheep.
Step 5. Intensive reading
做《三维设计》。
Purpose: To get Ss to get a brief understanding of the text.
2. Ask Ss to choose the right answer according to the text.
3. Ask Ss to read the text again, and then discuss the main idea of each paragraph.
Paragraph 1: What is cloning?
Paragraph 2: Cloning has two major uses.
Paragraph 3: The problems of Dolly.
Paragraph 4: The effect of Dolly.
Paragraph 5: It is forbidden to clone human beings.
4. Ask Ss to choose one of the following questions to discuss in groups. The leader of each group
should write down every member’s opinion, then the volunteers will show your group work to the whole class:
(1) Do you support the idea of producing human embryos (胚胎) for medical purposes? Why?
Do you think a cloned human should have human rights? Why?
(3) Do you think cloned humans will have the same talents as the original ones? Why?
Step 6. Homework
Ask Ss to surf the Internet to find more information about cloning and prepare to present it to the
class in the next class.
Period 2 learning about Language (1)
Teaching Goals:
1. To enable Ss to master key phrases and expressions.
2. To enable Ss to learn how to use these words and expressions.
Teaching Procedures:
Step 1. Language study
Purpose: To train Ss’ listening ability and language capacity.
1. Listen to the text and deal with the language points in pairs.
Match Column A with Column B
2. Ss are divided into small groups and have a discussion. Find out difficult words and expressions
and write the words and expressions on a piece of paper.
3. Get Ss to display their papers by projector and tick out the most useful words and expressions.
4. Explain some important sentences for Ss.
(1) It also happens in animals when twins identical in sex and appearance are produced from the
same original egg.
(2) Cloning scientists were cast down to find that Dolly`s illnesses were more appropriate to much
older animal.
(3) Altogether Dolly lived for six years, half the length of the life of the original sheep.
(4) On the other hand, Dolly` appearance raised a storm of objection and had a great impact on the media and public imagination.
(5) Some countries such as China and the UK continued to accumulate evidence of the abundant medical aid that cloning could provide.
5. Explain some important words for Ss.