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
Teaching aims: 1. Improve Ss’ abil ity 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. Wh ether 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.
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.
理解
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 student s’ 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 once 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
3. Learning ability goals 学能目标
Help the Ss learn how to talk about the play Making the bet
Teaching important & difficult points教学重难点
How to talk about the play Making the bet
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.
Ask the Ss to review Act One: Fateful meetings.
)
Step IV Reading Task
Read the play once again.
Pre-listen to the recording for listening and speaking part.
Unit5 The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
archeology, accurate, radioactivity, chronological, excavation, identity, alternative, household, date back to
I think that we should… because…
I suggest we…
If…, then maybe we ought to…
Perhaps we should / could…
We must ask for help from…
What if…?
It seems likely / unlikely that…
It looks like…
It could be because…
How large do you think it is?
Is there any on the…?
It may /might have been used as / for…
2. Ability goals能力目标
Enable the students to talk about the archaeological evidence and knowledge and learn to describe people and practice giving opinions.
3. Learning ability goals 学能目标
Help the students learn how to give opinion and describe objects
Teaching important & difficult points教学重难点
Learn how to give opinion and describe objects
Teaching methods教学方法
Listening and cooperative learning
Teaching aids教具准备
A computer, a tape recorder and a projector.
Teaching procedures & ways教学过程与方法
Step I Lead-in
Lead in by talking about the ancient civilization.
Ask them the four Great Ancient Civilizations.
Ask them to give some account of each great civilization, for example, speaking China, they can talk about China’s brilliant civilization, like four great inventions(papermaking, printing, gunpowder, compass)
Step II Warming-up
Deal with the Warming-up part.
Ask Ss to identify each picture in this part.
Ask them to have a discussion to complete the task listed in Activity 2 ( to complete the table), Step III Speaking
Talk about Sanxindui Ruins with Ss.
Show the pictures on page 44. Tell the Ss they were found during an excavation in Sanxindui Ruins.
Ask them if they know anything about SanXindui Ruins.
Introduce some background information to them.
Show a series of objects to them and ask them to complete the tasks shown on the screen.
Guess what they are.
Discuss what these objects wre possibly used for
Describe these objects (including appearance, shape and a guess about the material, what can we learn from these objects, etc.)
StepⅣListening
Do the Listening task on page 81.
Step V Homework
The Second Period Reading
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
archaeology, tentative, accuracy, excavate, interrupt, ornament, assume, regardless, sharpen, cut up, scrape, ample, primitive, preserve, bead, botany, botanical, analysis, specific, seashell, specifically 重点句子
I’m sorry to interrupt you, but how could they live here?
We have been excavating layers of ash almost six meters thick, which suggest that they might have kept the fire burning all winter.
Yes, indeed, as the botanical analyses have been specifically showing us, all the fields around there used to be part of a large shallow lake.
2. Ability goals能力目标
Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives.
3. Learning ability goals 学能目标
Help the Ss learn to tell the differences between modern people and Peking man and learn how Peking man lived their lives.
Teaching important & difficult points教学重难点
Talk about Peking man in Zhoukoudian Caves.
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
Check the homework.
The Ss will how their information about Zhoukoudian Caves in the following steps.
Step II Lead in
Ask the Ss to identify the picture in the pre-reading part. (skullcap)
Ask Ss to assume what Peking man might have done and use thousands of years ago.
Step III Reading
1. Play the tape once, and ask the Ss what they have learned about Zhoukoudian Caves
2. Skimming (What is the text about? And three stages of the archaeologist’s part of the dialogue: An archeologist is showing a group of students from England around the Zhoukoudian Caves and telling them something bout the caves.)
3. Scanning (Ask them to write down the three ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the questions.
4. Careful reading
Let the Ss read the passage again and answer the following questions.
Step IV Post-reading
Ask Ss to fill in the chart on the life and habits of Peking man on page 37 and compare it with the list they made in the pre-reading. What differences are there?
And then to clarify Ss’ difficult points in the text.
Step V Homework
Go over the text.
Write a brief introduction to the Zhoukoudian Cave.
The Third Period Integrating Skills
Teaching goals 教学目标
1. Target language目标语言：
重点词汇和短语
hint, hut, archaeological discovery, seal, marvelous, insignia, intestines
重点句子
This was very significant as it was clearly a tomb of somebody important\
When it is examined, it was found that the body had been turned into a mummy and placed within three boxes, one inside the other
2. Ability goals能力目标
Enable the Ss to write two paragraphs solving two archaeological problems.
3. Learning ability goals 学能目标
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》
必修1 第一单元ANNE’S BEST FRIEND Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through? Anne Frank wanted the first kind, so she made her diary her best friend. Anne lived in Amsterdam in the Netherlands during World War II. Her family was Jewish so they had to hide or they would be caught by the German Nazis. She and her family hide away for two years before they were discovered. During that time the only true friend was her diary. She said, “I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place since July 1942. Thursday 15, June, 1944 Dear kitty, I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s changed since I came here. …For example, when it was so warm, I stayed awake on purpose until half past eleven one evening in order to have a good look at
---------------------------------------------------------------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
选修8 Unit 1 大课文多样性的土地 加州 加州是美国第三大洲,但是人口最多。它也有不同的是最多元文化国家在美国,有吸引了来自世界各地的人们。的习俗和语言的移民活在新居。这个文化多样性并不令人惊讶当你知道他的历史加州。本土美国人 什么时候到的第一批人我们现在知道的加利福尼亚,没有人真的知道。然而,很可能在加利福尼亚居住美国印地安人是至少一万五千年前。科学家们认为这些定居者穿过白令海峡在北极到美国的一种方法中存在的陆地桥在史前时期。在16世纪,欧洲人到来之后,当地人中蒙受了重大损失。数千人的死亡或被迫成为奴隶。另外,许多人死于这种疾病所带来的欧洲人。然而,从一些这些可怕的时代,今天还有更多的美国人住在加州比任何其他国家。 西班牙 在18世纪,加州被西班牙。名西班牙士兵初到南美洲,在16世纪早期当他们攻打当地人,把他们的土地。两个世纪以后,西班牙人定居在大部分南美和沿西北海岸的我们现在所称的美国。第一个西班牙去加州,大多数都是虔诚的教徒。他们的部门是要教导天主教给当地人。1821年,墨西哥取得了他们的从西班牙独立。加州的一部分则成了墨西哥。1846年美国宣战墨西哥和战争结束后获美国、墨西哥不得不给加州
到美国。然而,仍有强烈的西班牙影响国家。这就是为什么今天超过40的加州人说西班牙语作为第一或第二语言。 俄罗斯人 在19世纪初,俄罗斯的猎人,这些原本,开始去阿拉斯加定居在加州。在那里的今天是大约2.5万美籍俄裔住在旧金山市区和郊区。 黄金生产商 1848年1月24日,美墨战争后不久,有人在加州发现了黄金。快速致富的梦想吸引了来自世界各地的人们。最近的,因此第一个到达,是来自美国人民和来自美国。然后从欧洲和亚洲的冒险者随之而来。事实上,一些达到了他们的梦想成为富足。一些死亡或回到家,但是大多数住在加利福尼亚使自己的生活不顾大的困难。他们就住在新城镇或在农场工作。在加州成为31日当选美国的联邦州在1850年,已经是一个多元文化的社会。 晚来者 尽管中国移民开始到在淘金热期间,他们的建筑……（文件丢失）从西方的铁路网络到东海岸带来了更大的编号到加州十九世纪六十年代。今天,美藉华人住在加州的所有部分,尽管大部分选择呆在“唐人街”的洛杉矶和旧金山。 意大利人等其他移民,主要渔民还酿酒师,到达了加州在十九世纪。在1911年移民建立了镇来自丹麦的自己,今天仍然继续他们的丹麦文化。到了二十世纪二十年代电影产业被确立在美国加利福尼亚州的好莱坞。因此本行业的繁荣——吸引了欧洲人包括许多犹太民族主
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!
选修8 Unit 1 A land of diversity-Reading CALIFORNIA California is the third largest state in the USA but has the largest population. It also has the distinction of being the most multicultural state in the USA, having attracted people from all over the world. The customs and languages of the immigrants live on in their new home. This diversity of culture is not surprising when you know the history of California. NATIVE AMERCANS Exactly when the first people arrived in what we now know as California, no one really knows. However, it is likely that Native Americans were living in California at least fifteen thousand years ago. Scientists believe that these settlers crossed the Bering Strait in the Arctic to America by means of a land bridge which existed in prehistoric times. In the 16th century, after the arrival of the Europeans, t he native people suffered greatly. Thousands were killed or forced into slavery. In addition, many died from the diseases b rought by the Europeans. However, some survived these terrible times, and today there are more Native Americans living in California than in any other state. THE SPANISH In the 18th century California was ruled by Spain. Spanish soldiers first arrived in South America in the early 16th century, when they fought against the native people and took their land. Two centuries later, the Spanish had settled in most parts of South America and along the northwest coast of what we now call the United States. Of the first Spanish to go to California, the majority were religious men, whose ministry was to teach the Catholic religion to the natives. In 1821, the people of Mexico gained their independence from Spain. California then became part of Mexico. In 1846 the United States declared war on Mexico, and after the war won by the USA, Mexico had to give California to the USA. However, there is still a strong Spanish influence in the state. That is why today over 40 of Californians speak Spanish as a first or second language. RUSSIANS In the early 1800s, Russian hunters, who had originally gone to Alaska, began settling in California. Today there are about 25,000 Russian-Americans living in and around San Francisco. GOLD MINERS In 1848, not long after the American-Mexican war, gold was discovered in California. The dream of becoming rich quickly attracted people from all over the world. The nearest, and therefore the first to arrive, were South Americans and people from the United States. Then adventurers from Europe and Asia soon followed. In fact, few achieved their dream of becoming rich. Some died or returned home, but most remained in California to make a life for themselves despite great hardship. They settled in the new towns or on farms. By the time California elected to become the thirty-first federal state of the USA in 1850, it was already a multicultural society.
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
人教版高中英语选修8 课文及翻译 选修8 Unit 1 A land of diversity-Reading CALIFORNIA California is the third largest state in the USA but has the largest population. It also has the distinction of being the most multicultural state in the USA, having attracted people from all over the world. The customs and languages of the immigrants live on in their new home. This diversity of culture is not surprising when you know the history of California. NATIVE AMERCANS Exactly when the first people arrived in what we now know as California, no one really knows. However, it is likely that Native Americans were living in California at least fifteen thousand years ago. Scientists believe that these settlers crossed the Bering Strait in the Arctic to America by means of a land bridge which existed in prehistoric times. In the 16th century, after the arrival of the Europeans, the native people suffered greatly. Thousands were killed or forced into slavery. In addition, many died from the diseases brought by the Europeans. However, some survived these terrible times, and today there are more Native Americans living in California than in any other state. THE SPANISH In the 18th century California was ruled by Spain. Spanish soldiers first arrived in South America in the early 16th century, when they fought against the native people and took their land. Two centuries later, the Spanish had settled in most parts of South America and along the northwest coast of what we now call the United States. Of the first Spanish to go to California, the majority were religious men, whose ministry was to teach the Catholic religion to the natives. In 1821, the people of Mexico gained their independence from Spain. California then became part of Mexico. In 1846 the United States declared war on Mexico, and after the war won by the USA, Mexico had to give California to the USA. However, there is still a strong Spanish influence in the state. That is why today over 40 of Californians speak Spanish as a first or second language. RUSSIANS In the early 1800s, Russian hunters, who had originally gone to Alaska, began settling in California. Today there are about 25,000 Russian-Americans living in and around San Francisco. GOLD MINERS In 1848, not long after the American-Mexican war, gold was discovered in California. The dream of becoming rich quickly attracted people from all over the world. The nearest, and therefore the first to arrive, were South Americans and people from the United States. Then adventurers from Europe and Asia soon followed. In fact, few achieved their dream of becoming rich. Some died or returned home, but most remained in California to make a life for themselves despite great hardship. They settled in the new towns or on farms. By the time California elected to become the