人教版高中英语选修8全册教案
Unit 1 A land of diversity
Period 1 Reading
Teaching goals
Enable the students to talk about things about the USA.
Help the students learn the huge diversity of races and cultures in America, especially in California.
Teaching important and difficult points
Learn the huge diversity of races and cultures in California.
Teaching methods
Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids
A map, a blackboard and a computer
Teaching procedures
Step 1 Warming up.
Ask the students to describe what they learn about the USA.
Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?
Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.
Step 3 Fast reading
Read through the passage and get the main idea.
Reading comprehension.
Ask the students the following questions:
When you look at the title, what so you think of ?
2) Why is the USA called a melting pot?
Step 4 Detail reading
Beside each cultural group , write the period in which they first came to California in large numbers.
Step 5 After reading
Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )
Step 6 Homework
Finish “Learning about language”on page 4.
Period 2 Extensive Reading
Teaching aims: 1. Improve Ss’ ability of reading
2. 德育目标：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.
Step 2. Careful reading: Read George’s diary and answer the 5 questions on Page9 PART 2
Step 3. Pay attention to the main words, phrases and sentences(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.
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.
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.
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.
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.
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:
The first picture shows “identical dogs”. The smaller of the two dogs must be a man-made clone of the larger one. The other picture is about human twins. They are identical in sex and appearance and are good examples of natural clones.
Step 3. Pre-reading
Purpose: To arouse S s’ interest in the text and encourage Ss to predict the content of the text.
Get students to discuss what the passage talks about and how they understand the meaning of the title “Cloning : Where is it leading us?”
Ask Ss to talk about the following questions.
(1) What is cloning?
(2) How is a clone produced?
(3) What’s the function of cloning?
(4) What’s the 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.
Step 2. Consolidation.
Purpose: To consolidate the words and phrases in the text.
Ask Ss to complete the following sentences using suitable words or phrases
2. Ask Ss to finish Ex3 on P13 and check the answers in pairs.
3. Ask Ss to fill in the brackets to complete the passage below. Then let some Ss present their answers.
Step 3. Homework
1. Ask Ss to review the language points in this period.
2. Ask Ss to finish the following exercises.
(2) Ask Ss to u se “raise” or “rise” to fill the following blanks:
Period 3 Learning about Language (2)
Teaching Goals:
To get Ss to have knowledge of the grammar point: the apposition and appositive clause..
To enable Ss to know the differences between the attributive clause and the appositive clause. Teaching Procedures:
Step 1. Leading-in
(1) Ask Ss to look at the following sentences and then find out the similarities.
The news that our women’s volleyball team had got the first place made all of us excited.
The fact that our earth is round is known to us.
I have no idea when we’ll set off.
(2) Get Ss to find out all the clauses in the reading text.
Part3 Line 1: The whole scientific world followed the progress of the first successful clone, Dolly the sheep.
Part3 Line 2: The fact that she seemed to develop normally was very encouraging.
Part3 Line 2:Then came the disturbing news that Dolly had become seriously ill.
Part3 Line 6: Altogether Dolly lived for six years, half the length of the life of the original sheep. Step 2. Grammar point
1. 概说
英语里同位语也是一种名词修饰语，单词、短语和从句都可用作同位语，最简单而又常见的同位语是位于所修饰的先行词之后，用来说明身份、职务、称号等的名词或名词短语。下面就从同位语的引导方式、同位语的构成来谈谈英语同位语。
2. 同位语的构成
(1) 名词及其短语（有时有逗号隔开）
George Bush，the present American president，was the governor of the state of Texas．
(2) 动名词短语（有逗号隔开）
He enjoys the exercise，swimming in winter．
(3) 不定式短语（有时有逗号隔开）
There is one thing he'll never do—tell lies．
(4) 形容词及其短语（有逗号隔开）
He，short and thin，is unfit for the job．
(5) 介词短语（有时有逗号隔开）
As the head of the company，he had to explain what had happened．＝He，the head of the
company，had to explain what had happened．
(6) 名词性从句（其前面的先行词一般都带有定冠词the）。这样的先行词有fact，news，truth，knowledge，idea，hope，question，problem，assumption等。例如：
You have yet to answer my question whether you can lend me your bike．
3. 同位语从句和定语从句都放在被修饰词的后边，从形式上来看，它们十分相似。从以下几个方面来谈它们的区别。
us English reached me yesterday .
Step 3. Practice
Purpose: To get Ss to know how to use the appositive clause
1. Get Ss to fill in conjunctions and tell which sentences are apposition clauses and which are attributive clauses
2. Ask Ss to finish Ex3 on P15 and Ex1 and Ex2 of Using Structures on P56.
3. Divide Ss into some groups to hold a press conference informing the public of cloning and get them to use as many appositive clauses as possible.
Step 4. Homework
1. Ask Ss to make some sentences including an apposition.
2. Ask Ss to find the appositive clauses in the following passage as fast as possible
Period 4 Reading, discussing and writing (Using Language) & Reading task (Workbook) Teaching Goals: To get Ss to learn more about cloning.
To get Ss to think about the development of the cloning.
Teaching Procedures:
Step 1. Reading, discussing and writing (Using Language)
1. Leading-in
Purpose: To lead Ss to the topic and arouse the Ss’ interest in reading.
Ask Ss to discuss the following questions.
(1) Do you like dinosaurs? Where have you seen them? Can you see them in our real life? Why?
(2) Do you think it is possible to clone dinosaurs? Why?
2. Fast reading
Purpose: To get a brief understanding of the text.
(1) Ask Ss to read the text in two minutes and try to get the main idea of the text.
(2) Ask Ss to discuss the following questions and then answer them in pairs.
①Why shouldn’t you clone an extinct animal unless there is enough diversity in the group?
②Why is it wrong to clone an extinct animal if it would have to live in a zoo?
③Why can’t you clone the DNA of animals that have been extinct longer than 10,000 years?
3. Intensive reading
Purpose: To get Ss to have some details in the text.
(1) Ask Ss to read the passage carefully and choose the best answer to complete each sentence.
4. Language point
Ask Ss to go through the text, and find out the following sentences and analyze them.
Step 2. Reading task (Workbook)
1. Leading-in
Divide Ss into groups and ask them to discuss the following questions.
2. Fast reading
(1) Ask Ss to read the text quickly and try to get the main idea of the text.
(2) Ask Ss to answer the following questions.
3. Intensive reading
(1) Arrange a competition according to the following steps.
(2) Ask Ss to red the text again and finish the exercise under the text.
Step 3. Feeding back
1. Ask Ss to ask some questions about the two passages learnt in this class.
2. Ask some Ss to answer the questions first, and then teacher makes a conclusion.
Step 4. Homework
1. Ask Ss to review what has been learned in this period.
2. Ask Ss to preview Listening and speaking (Using Language) and Listening task (Workbook).
Period5 Listening and speaking (1) (Using Language) & Listening task (Workbook)
Teaching Goals:
To develop Ss’ listening ability.
To learn some more information about cloning.
Teaching Procedures:
Step 1. Listening and speaking (1) (Using Language)
1. Leading-in
Purpose: To activate Ss and arouse them to express their opinions.
(1) Ask Ss to discuss the following questions with their partners in groups of four
What is your favorite pet? If it dies and it is the only one you like in the world, what can you do?
(2) Get Ss to ask each other the questions, and then ask them to present them before the class.
(1) Do you think cloning is cruel to the animals?
(2) What problems arise when scientists make an animal cloning?
2. Listening
1. Ask Ss to listen to the tape and finish Ex1 of Listening and speaking on P17.
2. Ask Ss to listen to the dialogue, focus on the subjects mentioned in the passage, and then answer the following question.
3. Play the tape again and complete the following form.
Step 2. Listening task (Workbook)
1. Leading-in
Purpose: To help Ss learn about the context of the Listening text.
Divide Ss into four groups and discuss the following questions.
2. Listening
(1) Ask Ss to listen to the dialogue, focus on the subjects mentioned in the passage, and then answer the question.
(2) Ask Ss to listen again and finish Ex1 on P57.
(3) Play the tape for the third time and ask Ss to finish Ex2 and check the answers in pairs.
(4) Play the tape again and ask Ss to retell the dialogue in pairs according to the following form.
1. Ask Ss to continue discussing the topic of cloning with their partners.
2. Ask Ss to get on the line and prepare something for Speaking task (Workbook).
Period 6 Listening and speaking (2) (Using Language) &Writing task (Workbook)
Teaching Goals:
1.To develop Ss’ speaking and writing ability.
2.To enable Ss to use the expression to express their opinions.
3. To learn some information about cloning.
Teaching Procedures:
Step 1. Listening and speaking (2) (Using Language)
Purpose: To encourage Ss to express their personal opinions about animal cloning.
1. Get Ss to prepare a discussion in pairs according to the information in Ex3 on P17～18. (every member should take notes when they are preparing).
2. Get Ss to have the class discussion by using these words and phrases on P18 which may be useful during the discussion
3. Divide Ss into four groups and ask them to discuss how to give a speech
4. Divide Ss into two groups to have a debate.
Topic: Are you for or against cloning?
Step 2. Writing task (Workbook)
3. Get Ss to write their articles and exchange their articles and correct the mistakes. They are expected to assess the writing. First , students are supposed to give a general mark with their general impression of the writing. Then they are expected to assess the writing in the three aspects, content language, and organization. Ss have to correct the mistakes or point out the mistakes by underlining the words, phrase or sentences with＂＿＿＿＿＿＂．Students are also expected to underline the beautiful words, phrases or sentences with “_______”. After the assessment, the groups will discuss how to correct the mistakes.
4. The writings with the high levels will be shown on the projector so that the whole class can appreciate them.
Step 3. Homework
1. Ask Ss to review what has been learned in this unit.
2. Ask Ss to preview the next unit.
Period 6 Writing
Teaching goals
Enable the students to take an active part in searching for information and discussion.
Enable the student to writ a short group essay about a city, province or zone in China and improve the stu dents’ ability of writing.
Enable the students to share their essays with other groups.
Teaching important and difficult points
How to organize and write a short essay about a city, province or zone.
Teaching methods
Research, cooperative learning
Teaching aids
A computer or some pictures
Teaching procedures:
Step 1 Discussion
Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about.
Get the students to discuss their choices with other groups and make sure that each group will be writing about a different place.
Once the students have decided on a place, ask them to discuss what topics they will write about and in what order they will write about them.
Step 2
Get the students to give each person in the group one of the topics from the list to write a paragraph about.
Get the students to decide what they want to write in concluding paragraph. It should make a common on the future development of this place.
Ask the students to write a clean copy of the whole essay.
Put in maps, pictures, tables or charts where necessary to make it attractive.
Unit 3
The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
discovery, application, evaluate, presentation, alternative, messenger, get together, make a case for, add up
2. Ability goals能力目标
Enable the students to talk about information and different.
3. Learning ability goals 学能目标
Help the students learn how to talk about inventions and discoveries.
Teaching important & difficult points教学重难点
How to talk about inventions and discoveries.
Teaching methods教学方法
Discussion.
Teaching aids教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方法
Step I Warming up
Talk about inventions and discoveries.
Show the following.
1. Which o these pictures show inventions? Does any of them show discoveries?
2. Work out two rules that will help you decide what is a discovery and what is an invention? Show the following.
What modern inventions do you know? Describe them to your partner and how useful they are in life today.
Step II Talking
Step III SPEAKING TASK (若时间不足，可改为作业)
Step IV Project
Step V Homework
Ask the students to do the following.
1. Search for more information about mobiles on the Internet.
2. Prepare for the listening part on page 26.
The Second Period Grammar
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
committee, bear, jam, mess, expectation, embarrasses, traffic jam, set about, take up
重点句子
So nothing went according to plan and that is why …
The twin sisters are so much alike that …
The weather upset …so much that …
When I watch …, I feel as if …
2. Ability goals能力目标
Enable the students to use the past particles as the attribute, predicative and object complement 3. Learning ability goals 学能目标
Help the students lean how to use the past particles as the attribute, predicative and object complement
Teaching important & difficult points教学重难点
How to use the past particles correctly
Teaching methods教学方法
Task-based method, individual work and practice
Teaching aids教具准备
A computer and a projector, a blackboard
Teaching procedures & ways教学过程与方法
Step I Revision
Check the students’ homework and ask the student to retell the text.
Step II Grammar focus
Ask Ss an array of questions:
What’ the function of the words in bold?
What kind of voice do they have? Why?
What part of speech does each of them have?
What’ the difference between the structures of the first two sentences? Can you rewrite them in attributive clause?
Step III Discovering Useful Structure
Step IV Practice （Using Structures in Workbook）
Ask the Ss to look at the pictures on page 65 and try to talk about them using the –ing form and the past participles. (In an asking and answering way.)
If time permits, continue Exercise designed for practice of past participle in workbook.
Step V Homework
Ask the students to do the followings.
1. Finish the Exercise in work book and supplement material on grammar
2. Preview the reading materials in Using Language
TheThird Extensive Reading
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beaten track, dive into, set out (to do), in truth
重点句子
He found that by pressing his lips against …
He designed a machine that …
Although he will always be known for …, he was …
He realized that by understanding how …
2. Ability goals能力目标
Enable the Ss to learn about the famous inventor Alexander Graham Bell and his inventions.
3. Learning ability goals 学能目标
Help the Ss learn how the famous inventor Alexander Graham Bell invented telephones Teaching important & difficult points教学重难点
How the famous inventor Alexander Graham Bell invented telephones
Teaching methods教学方法
Task-based method, listening and reading
Teaching aids教具准备
A computer and a projector, a recorder
Teaching procedures & ways教学过程与方法
Step I Revision and Lead-in
Check the homework. Get the Ss to put the following sentences into English.
Step II Pre-reading
Step III Listening & Reading
Ask the Ss to listen to the recording and try to answer the questions.
Step IV Reading Task
Do you know about the world famous painting “Mona Lisa”?
Sure. The woman is very attractive especially with her perfect smile!
Do you know who painted the great picture?
Yes. His name is Leonardo da Vinci, a great Italian artist.
Do you think Leoanrdo da Vinci is really a good painter? What else do yo know he is famous for? Then ask the Ss to do exercise 1 and exercise 2
Ask the Ss to do Exercise 3, that is, having a discussion
Step V Reading Task
Ask Ss to write a short article to introduce Da Vinci
Finish Exercises in Best English.
The Four Period Writing
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
Assistant, grateful, version, debate, conclusion, reaction, leave out, attract attention, water container
重点句子
I would like to apply to become…
I would be grateful if you could…
If that is the case, you must discuss which…
2. Ability goals能力目标
Enable the Ss to write a successful letter to apply for a job
3. Learning ability goals 学能目标
Help Ss learn how to write an application letter for a certain job
Teaching important & difficult points教学重难点
How to write an application letter
Teaching methods教学方法
Task-based method, Teaching aids教具准备
A computer and a projector
Teaching procedures & ways教学过程与方法
Step I Revision and Lead-in
Check the homework. Ask some Ss to show their work.
Step II Pre-Writing
StepⅢ Writing
T: Next, please write a letter to apply for the job as an assistant, please read the instructions in the writing part on page 27 first.
Step ⅣWriting Task (page 68)
T: look at the writing task on page 68, read the instructions and write an entry for an encyclopedia. Leaving it for homework.
Step Ⅴ Homework
Ask the Ss to complete the writing task in workbook.
Ask the Ss to summarize what they have learned in this unit and prepare for the next unit.
Unit4 The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
adaptation, plot, professor, Pygmalion
2. Ability goals能力目标
Enable the students to talk about the Greek story Pygmalion
3. Learning ability goals 学能目标
Help the students learn how to talk about the Greek story Pygmalion
Teaching important & difficult points教学重难点
Help the students learn how to talk about the Greek story Pygmalion and tell the similarities and differences between the story and the play Pygmalion
Teaching methods教学方法
Discussion.
Teaching aids教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方法
Step I Lead-in
Talk about the Pygmalion Effect.
Step II Warming-up
Ask Students to look at a group of three pictures and try to describe them in their own words. Step III Discussion
Make a brief introduction about Shaw.
Step V Homework
Ask the students to do the following.
1. Find more information about Pygmalion
2.Pre-read the play and get ready for the next period.
The Second Period Reading
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
officer, hesitate, uncomfortable, trouble-some, outcome, disguise, brilliant, classify, mile, betray, dismiss, condemn, ambassador, acquaintance, handful, fortune, in disguise, pass off as, make one’s acquaintance, in amazement
重点句子
An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society.
The English that will condemn her to the gutter to the end of her days.
Perhaps I could even find her employment as a lady’s maid or a shop assistant, which requires better English.
2. Ability goals能力目标
Enable the Ss to talk bout the play and use the play to work out the characteristics of each social group.
3. Learning ability goals 学能目标
Help the Ss learn how to talk about the play and use the play to work out the characteristics of each social group.
Teaching important & difficult points教学重难点
How to talk about the role of the play and work out the characteristics of each social group Teaching methods教学方法
Listening, reading and discussion
Teaching aids教具准备
A computer and a projector, a recorder
Teaching procedures & ways教学过程与方法
Step I Revision and Lead-in
Review the story Pygmalion
Step II Reading
Deal with the Reading part. Play the tape for the Ss to listen. Then analyze the play.
Ask the students to read through the text. While reading, pay attention to the writing
style.
Skimming
Ask the Ss to read the play quickly and answer the questions.
Scanning
Ask three students to read to the play while other students scan it and get ready to answer the questions:
According to Higgins, if a person is very poor, he or she can still be better off at last. Do you agree with him? If so, how to realize the aim
Who can complete the last sentence in the first line on page 30: Now onc e taught by me…?
What other things show one’s statue in society apart from how one speaks?
Do you think Pickering if of the upper class?
Language points
Ask if the students have some difficulties in understanding the play, if so, make some explanation.
I can place any spoken conversation within six miles. (Professor Higgins can classify or make a judgment about one’s pronunciation.
But they betray themselves ever time they open their mouths. (When one speaks to the others, people can judge the person form the way he /she speaks.
Step III Comprehending
Ask Ss to listen to the tape as carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main idea of the play as well.
And then fill in the blanks on page 30
Step IV Discussion
Ask Ss to do part 5 on page 31.
T: Suppose you have a chance to help Eliza improve her use of the English language. Look at the sentences on page31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly.
Step V Homework
Read the play repeatedly and try to act out it.
Preview the grammar part.
The Third Period Grammar
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
in return, in trouble, in disguise, in amazement, in plain, in delight, in shock
Grammar: Past participle as the adverbial
2. Ability goals能力目标
Enable the students to use the past particles as the adverbial
3. Learning ability goals 学能目标
Help the students lean how to use the past particles as the adverbial
Teaching important & difficult points教学重难点
How to use the past particles as adverbial correctly
Teaching methods教学方法
Task-based method, individual work and practice
Teaching aids教具准备
A computer and a projector, a blackboard
Teaching procedures & ways教学过程与方法
Step I Revision
Check the students’ homework and ask the student to act out the play.
T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try.
After they have finish, make some comments on their performance.
Step II Word Study
Ask the Ss to finish Exx.1 and 2 in learning about language.
Then check the answers with the class.
T: There are some “in”expressions. You should pay attention: there is not “the”in these expressions. Do you know the meaning of them?
Step III Grammar
First ask the students to find out the examples of the past participle as the adverbial in the play. Sample sentences:
An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28
But, sir, (proudly) once educated to speak properly, the girl could pass herself off in three months as a duchess at an ambassador’s garden party. P30
Step V Homework
Ask the students to do the followings.
1. Finish the Exercise in work book and supplement material on grammar
2. Preview the reading materials in Using Language
The Fourth Period Extensive Reading
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show… in, the other day, take away, in need of, fade out
重点句子
I’m not asking any favours--- and he treats me like dirt.
I’d never have come if I’d known about this disgusting thing you want to do to me, I…
What’s to become of me?
2. Ability goals能力目标
Enable the Ss to learn about the play Making the bet
外研版高中英语必修8 全册教学设计教案
目录 Module 1 Deep South Period II Module 1 Deep South Period III Module 1 Deep South Period IV Module 1 Deep South Period V Module 1 Deep South Period VI Module 1 Deep South Period Ⅰ Module 1《Deep South》 Module 2 The Renaissance--cultural corner and task Module 2 The Renaissance--function and grammar Module 2 The Renaissance--reading and vocabulary 1 Module 2 The Renaissance--reading practice Module 2 The Renaissance--Vocabulary and writing Module 2 The Renaissance--word list and introduction Module 3 Foreign Food--function and grammar Module 3 Foreign Food--reading and vocabulary Module 3 Foreign Food--reading practice Module 3 Foreign Food--vocabulary and writing Module 3 Foreign Food--word list and introduction Module 4 Which English--Cultural corner Module 4 Which English--Grammar Module 4 Which English--Introduction Module 4 Which English--Listening Everyday English Speaking Module 4 Which English--Reading and Vocabulary Module 4 Which English--Reading Practice Module 4 Which English--Speaking-Reading and Vocabulary (2)-Writing-Task Module 5 The Conquest of the Universe-- Introduction Reading and speaking Module 5 The Conquest of the Universe-- Listening Everyday English Speaking Module 5 The Conquest of the Universe-- Reading and Vocabulary Module 5 The Conquest of the Universe--Grammar Module 5 The Conquest of the Universe--Reading and Vocabulary (2) Writing Task Module 5 The Conquest of the Universe--Reading Practice Module 6 《War and Peace-grammer》 Module 6《The Tang Poems-Introduction》 Module 6《The Tang Poems-Language Points》 Module 6《The Tang Poems-Reading and writing》
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 人教版高中英语单词表选修八-带音标人敃版高中英语卑词表选修八Unit 1 California /’kli’f ?:nj?/ n.加利福尼亚Californian /’kli’f?:nj?n/ n.adj.加利福尼亚(州)人(癿) illustrate /’il?streit/ vt.说明；阐明distinct /dis’ti?kt/ adj.清晰癿；明显癿；明确癿 distinction /dis’ti?k??n/ n.巩别；区分；卐著immigrant /’imigr?nt/ n.秱民 live on 继续存在；继续生存 strait /streit/ n.海峡 Bering Strait n.白令海峡Arctic /’ɑ:ktik/ adj.北枀癿；北枀区癿 the Arctic 北枀 means /mi:nz/ n.手段；斱法 by means of... 用...办法；借劣... prehistoric /’pri:hi’st?:rik/ adj.史前癿majority /m?’d??riti/ n.大多数；大半ministry /’ministri/ n.(政府癿)部；(全体)牧师Catholic /’k?lik/ adj.天主敃癿 n.天主敃徒 Alaska /?’lsk?/ n.阿拉斯加(州) San Francisco 圣弗兰西斯科(旧釐山) adventurer /?d’vent??r?/ n.冎险家 make a life 习惯于新癿生活斱式、工作等despite /dis’pait/ prep.尽管；不管hardship /’hɑ:d?ip/ n.苦难；困苦elect /i’lekt/ vt.选择；决定做某事；选丼某人federal /’fed?r?l/ adj.联邦制癿；联邦政府癿 rail /reil/ n.铁路；扶手；横条 percentage /p ?’sentid?/ n.百分比；百分率 Los Angeles 洛杉机Italy /’it ?li/ n.意大利Italian /i’tlj?n/ n.意大利人；意大利语 adj.意大利人癿；意大利语癿Denmark /’denmɑ:k/ n.丹麦 keep up 坚 1/ 13
人教版高中英语选修十单词表 unit1 1. venture['vent??]n.（有风险的）商业、企业 2. web[web]n．（蜘蛛等的）网查看详细 3. Scottish['sk?ti?]adj.苏格兰的；苏格兰人的； 4. suffering['s?f?ri?]n．苦楚；受难 5. gall-bladder[ɡ?:l'bl?d?]n. 胆囊 6. strengthen['stre?θn]vt.加强；巩固 7. endurance[in'dju?r?ns]n.忍耐；持久；耐（性）
8. hut[h?t]n.小屋；棚屋 9. stove[st?uv]n.炉子 10. unbearable[,?n'bε?r?bl]n.无法忍受的；承受不住的 11. cosy['k?uzi]adj.舒适的；安逸的 12. block out[bl?k aut]封闭 13. breathless['breθlis]adj.喘不过气来的 14. rotten['r?tn]adj.腐烂的；变质的 15. blacken['bl?k?n]vt.使变黑 16. circumstance['s?:k?mst?ns]n.环境；详情；境况
17. blast[bl?st]n.一阵（风）；一股（气流） 18. hoarse[h?:s]adj.嘶哑的 19. bless[bles]vt.祝福；保佑 20. selfish['selfi?]adj.自私的 21. hook[h?k]n.钩；吊钩vt.钩住；入迷 22. aboard[??b?:d]adv.＆perp.在船（飞机） 23. seasickness['si:siknis]n. 晕船 24. anyhow['enihau]adv.无论如何 25. steward[stju?d]n.（轮船、飞机等）乘务员；膳
一、词汇拓展 1．适应，改编v.____________；适应，改编本n.____________；能适应的adj.___ __________ 2．误会n. &v.________；(过去式)________；(过去分词)________；错误的adj.________ 3．恐怖，恐惧n.__________；可怕的，恐怖的adj.__________；可怕地adv.__________ 4．犹豫，踌躇v._________________；犹豫，迟疑n.________________ 5 编排，分类v．_____________；编排，分类n．_____________ 6．使作呕，反感，厌恶v.________；使人反感的adj.________；感到反感的adj.________ 7. ___________ n. 舒适; 安慰vt. 安慰_____________ adj. 不舒服的; 不安的 8. _______n. 羊毛; 毛线; 毛织品_______ adj. 毛纺的; 纯毛的 9. ________ adj. 经典的n. 经典著作_______ adj. 古典的, 典雅的, 经典的 二、短语(从Reading 1 和 Reading 2 中找出以下短语) 1. (某人)冒充…____________________ 2. 结识,与…相见___________________ 3. 惊愕地_________________________ 4. 一般来说________________________ 5. 就…来说,从…角度 ______________ 6. 带…进来________________________ 7. 几天前 _________________________ 8. 带走,拿走_____________________ 9. 需要 _____________________ 10.透露身份,显露(本来面目)____________ 11. 伪装, 乔装 _________________ 12. 毫不犹豫 ____________________ 13. 把..误认为 _________________ 14. 要是…怎么办 ________________ 15. 优于… _____________________ 16. 打赌 ________________________ 17. 注定… _____________________ 18. 使…相信… ___________________ 19.采取有效措施 _____________________ 20. 根据…把..分类 ________________ 21. (声音、画面)逐渐模糊_____________ 22.用…的声音___________________ 23.自以为是 _______________________ 24. 移交 ______________________ 三、语言点 1. adaptation n. 改编本；适应性 adaptation to 对……的适应 adapt vt.使适应(合)；修改,改编 vi. (to)适应 adapt oneself to 使适应；使适合 1)这部戏剧是一部短篇小说的改编本。 ___________________________________________________________. 2)动物对环境的适应是相当慢的。 ___________________________________________________________. 3)He tried hard to______________________(使自己适应) the new conditions. 4)He made a quick ____________________(适应) the new environment. 5)When they moved to Canada, the children _____________(适应) the change very well. 2. hesitate vi. 犹豫；踌躇 (1)hesitate to do sth.迟疑做某事，不愿做某事 hesitate about/in/at/over (doing) sth.(做)某事犹豫不决 hesitate about＋疑问词＋to do sth.做某事犹豫不决 (2)hesitation n．踌躇，犹豫 without hesitation毫不犹豫地 have no hesitation in doing sth.毫不犹豫地做某事
高中英语外研版选修八单词表 polar adj. 极地的(SH8 M1 P1) penguin n. 企鹅(SH8 M1 P1) explorer n. 探险者(SH8 M1 P1) Antarctica n. 南极洲(SH8 M1 P2) annual adj. 每年的(SH8 M1 P2) rainfall n. 降水量；降雨量(SH8 M1 P2) state n. 状态；状况(SH8 M1 P2) depth n. 深度(SH8 M1 P2) gravity n. 重力，地心引力(SH8 M1 P2) inhospitable adj. 荒凉的，不适宜居住的(SH8 M1 P2) extreme adj. 极端的，极度的(SH8 M1 P2) flower v. 开花(SH8 M1 P2) moss n. 藓；苔藓(SH8 M1 P2) algae n. 藻类（植物）(SH8 M1 P2) lichen n. 地衣(SH8 M1 P2) adapt to （使）适应(SH8 M1 P2) trap v. 储存，留存(SH8 M1 P2) meteorite n. 陨石(SH8 M1 P2) extraterrestrial adj. 天外的，地球外的(SH8 M1 P2) mass n. 块，堆，团(SH8 M1 P3) balance v. 使平衡(SH8 M1 P3) exploration n. （对某地区的）勘查(SH8 M1 P3) set foot on 进入，到达(SH8 M1 P3) rivalry n. （不断的）竞争(SH8 M1 P3) treaty n. （国家或政府间的）条约，公约(SH8 M1 P3) commercial adj. 商业的(SH8 M1 P3) nuclear adj. 核的，核能的(SH8 M1 P3) test n. 试验(SH8 M1 P3) radioactive adj. （具有）放射性的(SH8 M1 P3) promote v. 促进，增进(SH8 M1 P3) via prep. 经由，取道(SH8 M1 P7) trap v. 使陷入困境(SH8 M1 P7) lifeboat n. 救生船(SH8 M1 P7) crew n. （全体）船员(SH8 M1 P7) voyage n. （乘船的）旅行，航行(SH8 M1 P8) drift v. 漂流，漂泊(SH8 M1 P8) ceremonial adj. 正式的(SH8 M1 P11) glacier n. 冰川；冰河(SH8 M1 P11) magnetic adj. 磁的，磁性的，磁场的(SH8 M1 P11) glare n. 刺眼的光(SH8 M1 P11) intense adj. 强烈的(SH8 M1 P11) sunglasses n. 太阳镜；墨镜(SH8 M1 P11)
人教版《英语选修10》(普通高中课程标准实验教科书)单元词汇、音标、词义。Unit 1 venture/'vent??/n.(有风险的)商业、企业vi.vt.冒险；敢于去web/web/n.(蜘蛛)网 Scottish adj.苏格兰(人)的；苏格兰英语的 suffering/'s?f?ri?/n.苦楚；受难 gall-bladder n.胆囊 strengthen/'stre?θ?n/vt.加强；巩固 Perce Blackborow珀斯.布莱克鲍罗 Sir Ernest Shackleton欧内斯特.沙克尔顿爵士 endurance/in'dju?r?ns/n.忍耐；持久；耐(性) hut/h?t/n.小屋；棚屋 stove/st?uv/n.炉子 unbearable/?n'b??r?bl/adj.无法忍受的；承受不住的 cosy/'kouzi/adj.舒适的，安逸的 block out封闭 breathless/'breθlis/adj.喘不过气来的 rotten/'r?tn/adj.腐烂的；变质的 blacken/'bl?k?n/vt.使变黑 circumstance/'s?:k?mst?ns/n.环境；详情；境况 blast/blɑ:st/n.一阵(风)；一股(气流) hoarse/h?:s/adj.嘶哑的 bless/bles/vt.祝福；保佑 selfish/'selfi?/adj.自私的 Tom Orde-Lees汤姆.奥德.利兹 hook/huk/n.钩；吊钩vt.钩住；迷上 aboard/?'b?:d/adv.在船(飞机、车等)上；上船(飞机、车等) seasickness n.晕船 anyhow/'enihau/adv.无论如何 steward/stju?d/n.乘务员；膳务员 crush/kr??/vt.碾碎；粉碎；(使)变形 mourn/m?:n/vi.哀悼；忧伤 urgent/'?:d??nt/adj.急迫的；紧急的 bedding/'bedi?/n.被褥；草垫 Hussey赫西 banjo/'b?nd??u/n.班卓琴；五弦琴 vital/'vaitl/adj.生死攸关的；重要的
Unit four Pygmalion The First Period Warming up 一．Aims: Teaching goals 教学目标 1. Target language目标语言： 重点词汇和短语adaptation, plot, professor, Pygmalion 2. Ability goals能力目标 Enable the students to talk about the Greek story Pygmalion 二．Contents: Ask Students to look at a group of three pictures and try to describe them in their own words. T: Yes, today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story. S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife. T: What problems do you think they will have? S1: Maybe they can’t understand ea ch other, because they come from different world. S2: It’s very hard for Pygmalion to understand his wife, because his wife is made form a stone. She doesn’t know the words, behavior, anything about him.… Step III Discussion Make a brief introduction about Shaw. T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defenders of women’s rights, and advocate of equality of income,. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honor, but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” Fro m it we can see how witty Shaw is!
高中英语外研版选修八单词表 Moudle 1 Polar penguin explorer Antarctica annual rainfall State depth gravity Inhospitable extreme flower Moss algae lichen adapt to trap meteorite extraterrestrial mass balance exploration set foot on rivalry treaty commercial nuclear test radioactive promote via trap lifeboat crew voyage drift ceremonial glacier magnetic glare intense sunglasses sun-cream severe eyesight sunburnt minus numb frost clothing portable pure millimeter abnormal sunrise sunset absence daylight tiresome depressing isolated aircraft platform powder minimum modest luxury cosy dormitory canteen stock laundry discourage in case of emergency conventional drill snap tricky fragile battery ecology delicate privilege trader spice jewel befriend tale legendary reliability obscure intimate inhabit spaghetti insight inspiration
高中英语学习材料 ***鼎尚图文理制作*** 第九周交通通讯与旅游 周一 1. A 解析:词义推测题。根据下句文字信息The nearest town, Garissa, is hundreds of kilometers away from these villages. 可知。 2. B 解析:推理判断题。A、C、D属于错误推断, 肯尼亚北部道路条件恶劣, 骆驼是较有效的运输图书的工具。 3. C 解析:与传统图书馆不同的地方在于驼背上的流动图书馆用骆驼把书带给人们。B、D 为错误陈述, A是与传统图书馆的相同之处。 周二 1. D 解析:推理判断题。根据全文内容, 尤其是文章最后一句The museum is a good way to learn about the interesting life of him. 2. C 解析:推理判断题。根据第二句He also loved words and writing. B根据这一段的第一句可知为错误判断。D的叙述没有错误, 但对于此段的写作目的而言角度太小。 3. C 解析:细节认定题。根据第四段中Porter was accused of financial wrongdoing at the bank and lost his job. Fearing a trial, he fled the country. 可知。 4. A 解析:排列顺序题。根据文章中时间顺序可知。 5. B 解析:推理判断题。A、D可以根据文章的最后一段排除。根据第一段欧·亨利出生时间和Beginning in 1893, he lived here. 以及第二段信息可知C为错误推理。 周三 1. D 解析:信件可以被欣赏, 被读, 被“重新读”。前三项都与本句内容不符。 2. C 解析:根据前一个分句中的内容可知几乎不费力气就可以用信件保持“友谊”。 3. A 解析:上文叙述的是信件的益处, 本段则用作者与哥哥重归于好的例子进行证明, 由此可知是“例证”。 4. C 解析:本段中间部分提到两人之间存在误解, 由此可知两个人在几年前相处得不好。get along相处融洽。 5. B 解析:根据本句后半部分中的内容可知两个人在小的时候关系非常密切, 只是随着年龄
Unit 3 Inventors and inventions The First Period Reading Teaching goals教学目标 1. Target language目标语言 a. 重点词汇和短语 patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case 2. Ability goals Enable the students to describe the problem of the snakes and what has been done by the writer to solve the problem. 3. Learning ability goals Help the students to learn how to retell the story and how to meet the requirements of getting a patent. 4. Emotional goals Make the students try to be good at discovering some useful things and realize that it’s not easy to get a patent. Teaching important points 教学重点 To get the main idea of the whole passage and each parts. Teaching difficult points 教学难点 Learn how to meet the requirements of getting a patent. Teaching methods 教学方法 Reading and Task-based activities. Teaching procedures & ways教学过程与方式 Step Ⅰ warming up Deal with the part of warming up and ask the students to find out the definitions of discovery and an invention, and their differences. An invention is something that is created by a human being, such as the lightning rod. To the contrary, a discovery merely makes known something that already existed in nature, such as the discovery on the New Continent by Columbia. Step Ⅱ Pre-reading
必修1 Unit 1 Friendship 语法点直接引语与间接引语Ⅰ（陈述和疑问语序) 考点1. 辨别宾语从句 2. 宾语从句连接词选用。 3. 宾语从句用陈述语序。 存在的问题1.分不清主句和宾语从句。 2. 不能根据句意选择正确连接词。 3. 疑问语序和陈述语序的辨别。 Unit 2 English around the world 语法点进行时用法总结 考点1. 进行时表正在进行的动作或存在的状态 2. 进行时表将来 存在的问题1. 进行时的正确结构不明确。 2. 进行表将来和将来表将来的异同点不明确。 Unit 3 Travel journal 语法点进行时用法总结 考点1. 进行时表正在进行的动作或存在的状态 2. 进行时表将来 存在的问题1. 进行时的正确结构不明确。 2. 进行表将来和将来表将来的异同点不明确。 Unit 4 Earthquakes 语法点定语从句Ⅰ(关系代词)
考点1. 定语从句辨别。 2. 定语从句中先行词的辨别。 3. 定语从句中选用关系代词。 存在的问题1. 主从复合句中分不清主句和定语从句。 2. 找不出定语从句的先行词 3. 分辨不清先行词在定语从句中担当句子成分Unit 5 Nelson Mandela—a modern hero 语法点定语从句Ⅱ（关系副词） 考点1. 定语从句辨别。 2. 定语从句中先行词的辨别。 3. 定语从句中选用关系副词。 存在的问题1. 找不出定语从句的先行词 2. 分辨不清先行词在定语从句中担当句子成分 必修2 Unit1 Cultural relics 语法点限制定从和非限定从 考点1. 辨别定从和非限定从 2. that 不能用于非限定从 3. as与which 引导非限定从的区别 存在的问题1. 关系代词和关系副词的选择 2. 分不清关系副词也能引导非限定从 Unit 2 The Olympic Games 语法点一般将来时的被动语态
人教版选修10课文译文 一次成功的失败经历 如果起初不成功，就要一次又一次地尝试。——W·C·菲尔兹 1914 年 8 月，珀斯·布莱克鲍罗参加了欧内斯特·沙克尔顿爵士的“持久号”轮船南极探险。沙克尔顿是他那个时代最负盛名的探险家，加入他的探险活动被认为是一种巨大的荣耀。现在请看读帕斯所讲故事的第一部分。 1916 年 8 月 29 日慢慢地，我把头探出睡袋，向四周看了看。一切都是灰色的：小屋里面看上去是灰色的，晨曦看上去是灰色的，燃油炉上噗噗作响的罐子也是灰色的。同往常一样，气味中混合着汗液、海豹油脂和脏内衣的味道，几乎让人难以忍受。我尝试着想一些快乐的事情：温暖和干爽的衣服、舒适的卧室、阳光灿烂的日子、妈妈的脸庞，以及返家后得到的庆贺，因为我是试图横穿南极大陆的一次失败探险活动的成员之一，这种事以前还没有人做过。正想到这儿，一条黑毛毯掉下来把我盖住，几乎把美好时光的记忆封闭住了。 一想到由于冻伤变黑而必须截去的腐烂的脚趾头，我就感到喘不过气来。我们的境况让人绝望，谁也不清楚会不会活着回去。也许好些年后，我们的尸体会被其他探险队所辨认并搜集起来。 正当我快要变得自我怜惜起来时，我们营棚的门开了，一股冷空气穿过营棚。“把门关上!”我用一种自己都快辨认不出来的沙哑的嗓音嚷嚷道。“坚持下去，珀斯。不要变成另一个汤姆。”一个声音在应答。“我们又逮住了一只企鹅，今晚有企鹅汤喝了!”保佑弗兰克一吓尔德，他可是我们的头儿欧内斯特·沙克尔顿之外最好的人啦。我怎么能像汤姆·奥德·利兹那样自私自利和脾气暴躁呢!我挣扎着下床，新的一天开始了。 当初宣布探险活动时，我才 20 岁，老梦想着要去冒险。所以在 1914 年 7 月的一个早晨，我是怀着无比激动的心情读以下这则广告的： 为危险之旅招募人手：工资低廉、寒冷无比、数月不见天日、无法确保安全返回。如果成功，荣耀和报酬将会接踵而至。欧内斯特·沙克尔顿爵士。 同伟大的欧内斯特·沙克尔顿爵士去南极探险——我被深深地迷住了!我是探险的门外汉，但我年轻，身体健康而且精力充沛。我偷偷地上了“持久号”轮船，藏在一个小橱里。直到轮船已开始航行了，我才被人发现，而且晕船晕得很厉害。不管怎么说，沙克尔顿似乎对我傻乎乎的行为感兴趣，并且接受了这种局面。他让我当一名伙计，协助做 28 个人一天三顿的饭菜。 1915 年 1 月 18 日，正当我们接近南极时，“持久号”被海上的浮冰(有的坚固无比，有的破裂成若干巨大的冰块浮在水上)卡住了。周围的冰都冻结了，我们千真万确地被困住了!轮船在我们的眼前慢慢地被挤坏。我相信沙克尔顿肯定会对这次探险意想不到的结局而痛心，但他并没有把时间浪费在遗憾和悔恨中。他镇静地把大家召集在一起，然后紧急宣布我们必须在船沉下去之前，只抢出基本给养，尤其是小船、食物、炊具、蜡烛、卧具和衣服。为了显示自己的决心，沙克尔顿把一些金币和他的金表扔到冰上。然而，让我感到惊讶的是，他竟鼓励赫西带上班卓琴。他把班卓琴描述成让我们保持精神振奋的关键。 他的顽强精神赢得了我们对他的完全信赖。他对我们也总是坦诚相待(就像广告中那样)，他从不灰心丧气，从不放弃，甚至当轮船沉下去时也是如此。1916 年 4 月 9 日，我们搬到了大象岛上现在的宿营地。不久沙克尔顿给我们这里的生活列出了规矩：取消级别和社会地位上的差异，每个人都得忙起来；公平分配食物和卧具；关心每一个人。这种团队精神鼓舞了船员们的士气，并挽救了我们的生命。 我们在大象岛上一安顿好，沙克尔顿就马上向大家解释了他的营救计划：22 人留在这里，他挑选其他五个人去南乔治亚求援。由于谁也不知道我们身处何地，所以不能指望任何外部救援。我永远也不会忘记眼看着小船从哗哗作响的波浪中消失在波涛汹涌的大洋里的情景。留在大象岛上的人发誓要按他所主张的那样做：在他返回来救我们之前要保持乐观、恢复健康。
Unit 1 A land of diversity Period 6 Using Language: Reading and writing Teaching aims: 1.Improve the students’ reading ability (skimming and scanning). 2.Enable the students to grasp the useful words and expressions. 3.Practise the students’ writing. Teaching important and difficult points: 1.Improve the students’ reading ability (skimming and scanning). 2.Enable the students to grasp the useful words and expressions. Teaching methods: Reading, discussion, enjoying. Teaching procedures: Step1 Quickly read George’s diary, write the day he saw these things under the photos. Step2 Read George’s carefully and answer the questions. 1. Why did Andrew Hallidie invent the cable car system? 2. Where did George eat lunch on his first day in San Francisco? 3. Why did George hire a car? Why do you think he joined up with Terri and Peter? 4. Name three things that visitors can do in Chinatown. 5. What is Alcatraz Island famous for? Answers: 1.Because he saw a terrible accident in which a tram
Unit1 课内练习答案（P3 Comprehending 1） 1. First settlers crossed the Bering Strait in the Arctic to America. These people are now known as Native Americans. 2. Spanish soldiers arrived in South America. 3. California became part of Mexico. 4. The US declared war on Mexico. 5. Gold was discovered in California. 6. California became the 31st state of the US. P3Ex.2 第一行： in the early 16th century early 1800s 1800s 第二行： late 1840s / early 1850s in the late 19th century 1911 第三行： 1920s beginning of the 20th century from about the 1970s 第四行： from about the 1970s in more recent decades from about the 1970s P4Ex.1（learning about language） Adjective major Italian hard Korean racial Pakistani distinct Danish Noun majority Italy hardship Korea race Pakistan distinction Denmark P4Ex.2 1federal 2Catholic 3majority 4Ministry 5boom 6Italy 7distinction 8hardships 9Korea 10elected P4Ex.3 Arctic, Strait, crossing, by means of, rail, making a life, aircraft P5 Ex.3；P6Ex.2 P5 Ex.3
respectful (10) adj. 尊敬的；尊重人的 We're respectful of her and her right to fight on. 我们尊重她和她继续战斗的而权利。 H e w a s a l w a y s s o p o l i t e a n d r e s p e c t f u l.他总是彬彬有礼，尊敬他人。(词典例句) T h e y a l s o a r e r e s p e c t f u l o f p r i v a t e l i v e s.(2014z j) disrespectful (1) adj. 失礼的；无礼的 He'd always been a good boy, he hadn't ever turned hard or evil or disrespectful. 他一直是个好孩子,从来没有变得冷酷、邪恶或无礼过。 T h e y g e t a n g r y i f t h e y t h i n k t h e y a r e b e i n g t r e a t e d d i s r e s p e c t f u l l y.他们要是觉得受到了怠慢，就会大动肝火。(词典例句) A r r i v i n g l a t e i s c o n s i d e r e d d i s r e s p e c t f u l.S o b e o n t i m e. (2014z j) disrespectfully (0) adv. 失礼地；无礼地 Please, don't treat these people disrespectfully. 别对这些人无礼。 () A s a j u n i o r,h e s h o u l d n't s p e a k s o d i s r e s p e c t f u l l y.作为晚辈,他出言如此不恭真是不应该。(词典例句) emperor (15) n. 皇帝；君主 [emper, imper命令] The Emperor was very worried because he couldn't see the magic cloth. 皇帝很发愁，因为他看不到这种有魔力的布。 H e h a d w o r k e d f o r t h e e m p e r o r a n d w h e n h e g o t o l d,h e w a s a b l e t o g o t o h i s h o m e t o w n t o r e l a x.(4w b) A f e a t u r e w i l l b e t h e Q i n d y n a s t y E m p e r o r's c o u n t d a n c e. (2014j s)