最新选修8unit1单词电子教案

◆词汇拓展：1. ___________ adj. 清晰的；明显的；明确的→______________n. 差别；区分；卓著2. ___________ n.手段；方法→______________v.意思是;打算;意味着→___________ adj.有意义的→______________adj.无意义的3. _____________n.大多数；大半→________________少数；少数民族__________adj.主要的，最重要的4. ________________ n.百分比;百分率→________________n.百分之几5. ________________ vi.移入（外国定居）→______________ n. 移民；移居入境6. _______________ adj.人种的；种族的→_________________ n.种族；比赛◆重要词组：1. _________________________继续存在；继续生存2. _________________________ 用……方法;借助……3. _________________________ 习惯于新的生活方式、工作等4. ___________________________很大比例的5. ___________________________坚持；维持；沿袭（风俗、传统等）◆课堂导析1. live on 以…为主食；靠…过活；继续生存（vi）（原句）_____________________________这些移民的风俗习惯以及语言在他们的新家都得以延续。

【拓展】live with…忍受lead / live a ….life 过着….的生活【运用】翻译句子1)______________________________________________________我以面包和水为主要食物。

2)______________________________________________________那个老人过着幸福的生活。

The First Period WordsI. Teaching Aims:Knowledge goals: 1. Learn some new words according to the knowledge of the wordformation.Ability goals 2. Enable the Ss to pronounce the new words and expressions correctly. Emotion Goals : 3.Arouse Ss’ interest in studying English .II. Teaching Important & Difficult Points:Learn some new words according to the knowledge of the word formation.Ⅲ. Teaching Procedures:Step 1. PronunciationPronounce the new words individually ,in pairs or in class.Pronounce them again after the tape.Step 2. Studying the new wordsAnalyze some of the new words according to the word formation so as to help the Ss study them1.派生词distinlt(adj)______(n). elect(v)________(n)racial(adj)_______(n) applicant(n)______(v)social(adj)________(n.社会) ________n(社会主义者) ____________n(社会主义)occvr (v)_________(n) indicate(v)_________(n)condultor(n)_______(v) bakery(n)__________(v)punishment(n______(v) Thouyhtful(adj)________(n)2.兼类词：有两种词性的词elect vt ______ n.______ boom n_____ vi_______korean adj_____ n_______ socialist n_____ adj______break n_______ v_______ slip v_______ n_______hire n________ v_____ reform v_____ n_______grasp v________ n_______ ferry n______ v________3.短语a. 根据汉意写出下列短语用···方法_____________ 背靠背________ 与···合作或一起工作___________画线；标出···界线________ 申请_________ 习惯了新的方式、工作等_________b. 短语联想Keep短语联想keep up 保持keep up with 跟上Keep on doing 继续、反复做某事keep back;抑制或阻止感情等的流露，隐瞒、拒绝告知某事keep ….. from …..忍住不做某事keep out; 使不进入、防止进入keep out of ;避免某事，不受…的影响keep off 使远离、不接触某人某事keep in touch with与…保持联系keep to sth 坚持、不违背（诺言、计划等）keep away from 躲开、避开Live短语联想Live with 忍受，忍耐live through经历过live on “以…为食”，或“靠…生活”；Live by doing靠…为生live up to符合，不辜负，履行…up with短语联想Team up with_与..合作或一起工作_ keep up with_跟上，不落后与人__ catch up with___追上，赶上__put up with _忍受，忍耐________ end up with__以…结束______Take短语联想take in_包括；吸收；欺骗；改小take away__拿开；消除（病痛等）take down_记下来；拆take for_（错）当做_；(误)以为__ take off_起飞；脱下take up_占据；开始；从事Take over___接收，接管take on_呈现；雇佣_____ take sth into account___考虑_______Take sth seriously__认真对待某事Exercise1.单词拼写1.There are strict controls on_______(移民)into this country.2.Thiswill heip to promote________(种族的)harmony.3.The ship passed through the______(海峡)between two islands.4.The ______(繁华)in building has resulted in the local land being more valuable now for houses.5.I found my bike by _______(手段)of a notice in the newspaper.答案:1.immigration 2.racial 3.strait 4.boom 5.means2.用所给词的正确形式填写1.He’ll_______some of there differences, for which he will use photographs as_______.(illustration)2.1)There is a _______possibility that she’ll be your teacher next term.(distinct)2)I can make a clear _______between the two.(distinction)3. 1)The ______of people seem to prefer TV to radio.(major)2)Hespent the _______part of a year abroad.(major)4. An ________can speak________,whose motherland is _______.(Italy)5. The USA has many _______form the world,and people of the worid still like to _______therenow.(immigrate)答案:1.illustrate;illustration 2.1)distinct 2)distinction 3.1)majority 2)major 4.Italian;Italian;Italy5.immigrants;immigrate3.短语填空1.The city has many job chances, which________many people______it.2.In more recent decades,California has_______more people form Asia,where the climate and the lifestyleare pleasant.3.In 1911 immigrants form Denmark founded a town________, which today still________their Danishculture.4.After they immigrated to the country, their customs and languages still _______in their new home.5.It is said that thesesettlers crossed the Bering Strait in the Arctic to America_______a land bridge.6.Thousands of natives were killed by the settlers.______,many died form the diseases brought by theEuropeans.7.Some returned home, but most remained here to_______for themselves.答案：1. attract…to… 2. become home to 3. of thsir own; keeps up 4. Live on 5. by means of 6. in addition 7. make a lifeThe Second Period ReadingI. Teaching Aims;Knowledge goals: 1.Help students to learn about the knowledge of USA especially California.Ability goals: 2.Develop Ss’ reading ability by skimming, scanning and careful reading.Emotion Goals 3.Arouse Ss’ interest in science .II. Teaching Important PointsLearn the huge diversity of races and cultures in California.III. Teaching Difficult PointsEncourage the students to discuss the question in page3Ex3 and make a summary of the passage.V. Teaching Procedures:Step 1 Warming up.1.Ask the students to discuss If you want to learn something about a country, a state, etc, what we want toknow.Size Location Capital Population Language History geography Customs culture climate, agricultureindustry, education medical care……Step 2 Pre-reading1.Ask the students to tell things about California including its location, size, population, economy, history etc.What do you learn about California?Step 3 Fast reading1.Read through the passage and get the main idea.1.What’s the topic of this text?A. the culture of CaliforniaB. the history of CaliforniaC. the weather of CaliforniaD. the history of USA2.Which state in the USA has the largest Population? California (over 30 million people)3.How many kinds of people are mentioned in this text?Step 4 Detail readingNative Americans : Answer the following questions1.Time: 15000 years ago2.Where did they come from: from Asian to Alaska3.What happened in the sixteenth century?Native Americans were killed by Europeanwere forced into slaverydied from the diseasesurvived the terrible timesRussians & Gold MinersDo some T or F questions:1.In the early 1800s, Russian fur trappers began settling in California. T2.In 1848, before the American-Mexican war, gold was discovered in California. F3.A lot of adventures achieved their dream of becoming rich. F4.California become the thirty-first state of the United states of American in 1850. TStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences toexplain. )T he state of California is a multicultural community because European, African and Asian people have been immigrating to the state for the last 200 years. Before their arrival, native American people had lived there for thousands of years. People from all over the world are still coming to settle in California because of its good climate and the lifestyle it offers.Step 6 HomeworkFinish “Learning about language”on page 4.The Third & Fourth Periods Language PointsTeaching aims1．To learn the useful expressions an d sentence structures in the reading.2．To enable students to use language points both orally and in written forms.3．To further get students inspired.Difficult points:Some key words often used in the exams.Important points:How to use the words and some important rules related to the new words.Teaching steps:Step 1Learning following words and phrases in reading text.1. distinction n.差别；区分；卓著常用结构：make a distinction between 对……加以区分win a distinction for 因……而获功勋without distinction 无差别地；一视同仁地distinct adj. 清晰的；明显的；明确的be distinct from ... 与……不同（的）He has a distinct gift for drawing.他有很明显的绘画天赋。

Period 3 Word PowerⅠ. Teaching aims:Enable Ss to use the new words about the literatureEnable Ss to learn useful strategy to expand their vocabularyⅡ. Teaching important points:Enable Ss to learn and master words about literatureEnable Ss to know the classification of literatureⅢ. Teaching difficult points:Enable Ss to give correspondent definition of each new wordEnable Ss to classify literatureⅣ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recorderⅥ. Teaching procedures:StepⅠ GreetingsStepⅡ Brainstorming1. Are you interested in books? What kind of books are you fond of?2. How many categories of literature can you name? What does each of them include? StepⅢ PracticePart A1. Read the article and find out all the types of literatures mentioned.2. Read part A again and fill in the Chart below.Discussion1. Who are they?2. Match the names and worksPart B1. Look at the following pictures and describe their works and contributions2. Use more information to introduce each literary figures.Part C1. Practice reading the words in bold from parts A and B.2.Read the passage of Part C carefully3. Fill in the blanksStep IV. Vocabulary extensionWork in groups1. match the words and their meanings2. complete the crossword puzzleStep V. Homework1. Try to find more names of literature.2. Do exercises about literature in your workbook.3. Talk about different literary figures.。

Unit 1 A land of diversityPeriod 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 tramslipped down the hill dragging the horses with it.2. He ate at Fisherman’s Wharf.3. It was cheaper to hire a car with other people because they could share the cost. Also he probably enjoyed being in the company of other tourists.4. Eat in Chinese restaurants, go to markets, visit temples and museums.5. The island was a famous immigration station where many Chinese people applied for right to live in USA.Step3 Rewrite the diary entry for Tuesday inserting all the missing words.Step4 WritingImagine you are on holiday somewhere. Write an email or a postcard to a friend telling him/her about your trip.Step 5 Language points1.Apparently he’d been shocked when he saw a terrible accident inwhich a tram slipped down the hill dragging the horses with it.Apparently ad.1. 显然地He was________ much surprised at the news.他对那个消息显然感到十分惊异。

Unit 1 A Land of DiversityVocabulary and Useful ExpressionsTeaching Goals:1. Enable the Ss to learn more about the word transformation between the nouns, adjectives and verbs.2. Help the Ss learn how to know the parts of speech according to the suffixes.Target Language:Catholic，slavery, Spanish, mix, mixture, nationality, majority, immigrant, percentage, make a life, a great manyNow he and his family form part of the interesting mixture of peoples that make up the Spanish population.In that war, a great many immigrants had to leave their motherland and began to make a life at other places.Key Teaching PointsGet the Ss to know the word about the USADifficult points:1. How to talk about the history of CaliforniaTeaching methodsStudy individually, practice in groups.Teaching aidsStudy individually, practice in groups.Teaching proceduresStep1.RevisionAsk Ss to discuss the question in Activity 4 on page4, trying to explain the reasons in their own words and write 3-4 sentences. Ask them to share their answers and show their opinions.“First of all, let’s deal with our homework. Now work in groups and discuss the question in Activity 4, trying to explain the reasons in your own words and write 3-4 sentences.Share your answers with your group members.A sample discussion:S1: The Native Americans of California are continuing to heal from the wounds of the past. As California recognizes the value of its multi-ethnic diversity, its native people are encouraged to celebrate their heritage and share it with the wider California culture.S2: The number of African Americans in California increased dramatically following the turn of 20th century. Although old patterns of prejudice persisted, African Americans advanced in politics, business, sports and entertainment. School segregation and discrimination in housing were banned, but problems of unemployment, underemployment and racism continue to be addressed in theAfrican-American community.S3: By 1990, the number of European and Canadian immigrants had fallen dramatically, to less than 10 percent , and the number of immigrants from Mexico and Central America had climbed to well over half of the total.S4: Additionally, California’s share of Asian immigrants doubled and now accounts for 40 percent of new immigrants in the state.Step 2 SuffixationFirst, ask the Ss to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.Today we are going to learn about suffixes. Do you know what a suffix is?A suffix is a particle, which added to the end of a root.Do you know anything more about it?Generally, suffixes do not change the meaning of the root, but it’s part of speech. e.g. lead(v) leadership(n) ill(adj) illness(n)Although each suffix has its own meaning, it can’t be used separately without the root. However, some suffixes add new meanings to the newly formed words. e.g. meaning—meaningless think—thinker. Ok, who’d like to share your collected suffixes with us?Step 3 Word Study1.Get the Ss to review the meanings of the useful words and expressions in the passage with thehelp of the context or dictionaries if necessary and fill in the given chart.Now let’s review the useful words and expressions in the passage, and fill in the given chart in pairs. You can guess them with the help of the context. If necessary, you can se dictionaries. And then please finish Activity 2 on page4.Show the following:SkimmingIn this part, the Ss will read the text again and try to get the main idea in groups of 4. Then show the following form on the screen. Give them a few minutes to fill in the form. Then check the answers with the whole class.Check the answer with the whole class.Step 5 Homework1.Ask the Ss to finish Activities 1-3 on page 48.2.Ask the Ss to prepare for the grammar about the Noun Clause3.。

Book 8 Unit1精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

高二英语module8 unit1 单词教学案 (译林牛津版高二英语选修八教案教学设计)高二英语module8 unit1 单词教学案1.classic adj. 经典的;古典的 classic novel\ literaturen. 名著 Classics are the antiques of the literary world.This book is one of the classics of English literature.classical adj. 古典的(古典文学通用) 古典音乐2.wisdom 智慧;学识I question the wisdom of giving a child so much money.He showed great wisdom in what he said and did.厌倦自由3.adaptation n. 改编;改写(for)He made a quick adaptation to the new environment.This play is an adaptation of a novel.adapt vt. 改编(for\from) ;使适应(…to ) 注意与adopt的区别。

He tried hard to the new conditions.The author is going to his play the television.4.harm n.伤害损害 do harm to sb. =do sb. harm损害某人暴风雨损害了庄稼没有？Did the storm do any harm to the crop?harm vt. 伤害损害早起对你没有害处Getting up early won’t harm you.harm set; harm get 害人害己 mean no harm 无恶意 come to no harm 安然无恙harmful adj. 有害的 be harmful to5.prejudice n 偏见 prejudiced adj.have a prejudice against 对…有偏见have a prejudice in favor of …对…有偏爱Vt. prejudice sb. against (使某人对…有偏见)prejudice sb. in favor of (使某人对….有偏爱)panion ncompany n \accompany vtaccompany sb on sth \to do sthkeep sb company=be in company with sbkeep company with sb 与某人交好7. be bent on 一心想要 .be bent on sth / doing sth 一心想要;决心要归纳拓展make up one’s mind下定决心determine to do sth决定做某事(表示动作)be determined to do sth 决心做某事(表示状态)determine sb to do sth使某人下决心做某事decide on/upon决定某事bend one’s mind to sth专心于某事物bend (sb) to sth(迫使某人)屈从;顺从(练练吧!)1.___________ to train his daughter in English, he put an ad like this in the paper,＂ , an English teacher for a ten-year-old girl.”A. Determined; WantedB. Determined; WantingC. Determine ; WantedD. Determining Wanting2.He is _________ learning English well.A. bent toB. bent onC. bending toD. bending onbend vi\vt (使)弯曲;向～屈服 She was forced to bend to public pressureShe bent her mind to her job. 专心于…8.settle vt 使定居;安顿;安放;解决My son has happily settled in the USA. We are settled in our new home.The Dutch settled in South Africa. We have settled who willpay for the meal.They settled the dispute themselves.settle down 舒适地坐或躺；安居She settled down in an armchair to read her book.When are you going to marry and settle down?settle (sb) down (使)某人安顿，安心The chairman tried to settle the audience down.9.acquaintance n1)熟悉，熟知I have some ~ with Italian. I have no ~ with the book.2) 熟人，相识He has many acquaintances in the business community.make the ~ of = make sb’s ~ 和～相识It was at Mary’s party that I first made his ~ .have a nodding ~ with 与某人有点头之交；对某事物略知一二acquaint vt (使)熟悉于;使明白 ~ sb\oneself with…be acquainted with 熟识;认识(练练吧!)I made _____ acquaintance of his sister at the party and then I fell in ____ love with her.A. an; aB. the ; aC. the ; /D. an ; apanion n. 同伴伴侣company n 伴随陪伴 keep sb company=be in company with sbkeep company with sb 与某人交好accompany vt 伴随陪伴 accompany sb on sth \to do sth11.reform vt\vi \n (使)改过自新;改造;改良We should try to reform criminals rather than punish them.a reformed man 一个改过自新的人 a reform in teaching methods 教学法之改进12.pressure n./vt 压力对…施加压力，迫使pressure sb into sth/ doing sth强迫某人做某事put pressure on sb (to do sth) (试图)迫使某人(做某事); 催逼某人be under the pressure of …在…的压力之下work at high pressure 紧张地工作(练练吧!)We don’t want to ________ pressure _______ you to make a decision, but we haven’t much time left.A put; toB place; onC put; onD place; to13.sigh n.&vi.叹气叹息 breathe/give a sighv. sigh with sth. 叹息，叹气He sighed with pleasure after the excellent meal. 他美餐一顿之后，满足地叹了一口气。

选修8（新课标人教版）教案英语组王宏波Help the students learn how to know the parts of speech according to the suffixes.Teaching important pointsGet the students to know the word about the USA.Teaching difficult pointsGet the students to know the word formation by adding suffixes.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionAsk the students to discuss the question in Activity 3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences. Ask them to share their answers and show their opinions.Step Ⅱ SuffixationFirst, ask the students to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.Step III Homework1. Ask the students to finish Activities 1-3 on page 48 in the workbook.2. Ask the students to prepare for the grammar about the Noun Clauses.The Third Period GrammarTeaching goals1. Target languageThe Noun Clauses, occur to2. Ability goalsEnable the students to identify the different types of the Noun Clauses and learn to use them.3. Learning ability goalsHelp the students learn how to use the Noun Clauses.Teaching important points Enable the students to use the Noun Clauses.Teaching difficult pointsEnable the students to distinguish different types of noun clauses.Teaching methodsComparing and practice.Teaching aidsA projector, a computer and a blackboard.Teaching procedures & waysStep Ⅰ RevisionCheck the homework.Step Ⅱ PresentationAt first, get the students to know what a noun clause is and what role it plays in the sentences. Then, discuss noun clauses as objects. Next, give them an example to show what are Noun Clauses and in what situations they should use them. At last show them the sentence structures of the Noun Clauses.Show the following.· That-clauses:I believe that you can learn noun clauses well.· If / whether clauses:The teacher must determine if / whether they are ready to study noun clauses.· Wh-clauses begin with words like who, what, how, whenever, which, etc:First you need to explain what a noun clause is.I know how I can make you learn noun clauses.Step Ⅲ PracticeAsk the students to practice Activities 1~4 on page 5. For Activities 1~2, discuss what role these clauses play in the sentences in pairs. For Activity 3, ask them to make sentences containing noun clauses on their own. For Activity 4, complete the dialogue with the given sentences in pairs. At last, check the answers with the whole class.Go on with the Activities 2-4. Then check the answers with the students.Step IV HomeworkAsk the students to do the following.1. Finish Activity 2 on page 49 in the workbook.2. Sum up all the conjunctions used with noun clauses and compare it with the conjunctions used with attributive clauses. Then tell the differences between them. Practice Activity 2 on page 49 (Workbook).3. Prepare for the “Using Language” part on pages 6~9 and surf the Internet to find the related information.The Fourth Period Integrating skills(Ⅰ)Teaching goals1.Target languagea. 重点词汇和短语luggage, tram, apparent, apparently, slip, bakery, ferry, hire, seagull, insert, react, team up with, mark out, take in, a great / good manyb. 重点句式Talk about traveling to some placesWhere have you visited recently?What is the climate like?What did you think about the people?What other interesting things did you see?That’s interesting / te rrific / marvelous / cool / lovely!You’re exciting / excellent.Good / Creative / Fantastic / Super job!2. Ability goalsEnable students to talk about places and learn to write an email or a postcard.3. Learning ability goalsHelp students learn how to talk about places and learn to write an email or a postcard.Teaching important pointsHow to talk about places.Teaching difficult pointsHow to write an email or a postcard.Teaching methodsListening, speaking and discussion.Teaching aidsA projector, a computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionCheck the homework.Step Ⅱ Listening and speakingListeningAsk the students to listen to a conversation about the George’s tour around California. Then ask them to practice Activities 1~4 on pages 6~7. For the first time, ask the students to number the things they talk about.Check the answers by asking some students to read the completed postcard.Ask the students to listen to the tape and discuss the questions in pairs and write some of the things Christie says in pairs.SpeakingFor Activity 5, let them discuss in groups of 4 and later ask some of them to give their opinions. Step Ⅲ ReadingAsk the students to look at the given photos and read the George’s diary on pages 8 quickly. Then practice Activity 1 and fill in the chart in pairs.Ask the students to check the answers with their partners.For Activity 2, ask students to rea d the George’s diary on page 8 carefully and then answer the questions in pairs. Check the answers with the whole class.Ask the students to read the diary again by themselves. Then discuss in groups of 4 and practice Activities 3~4. A few minutes later, ask some of them to show their work.Sample answers:Reasons for omitting:1. Some unimportant, unnecessary, uninteresting little words like pronouns “we”, “I”, articles “a”, “the”, or prepositions. If omitted, the meaning can’t be affected and misunderstoo d by others.2. Just keep the key words without explaining more in details.Step Ⅳ HomeworkAsk the students to finish Activity 5 on page 9.The Fifth Period Extensive readingTeaching goals1. Target languagea. 重点词汇和短语consider, achievement, personality, enthusiastic, autobiography, musician, recording, trumpet, funeral, ceremony, coffin, march, ceremonyb. 重点句子He was noticed by... called... who... to teach... and to find...He spoke publicly about..., using his fame to help...2. Ability goalsEnable the students to find the topic of each paragraph and find the clue to show the important events.3. Learning ability goalsHelp the students learn how to find the topic of each paragraph and find the clue to show the important events.Teaching important pointsHow to find the clue to show the important events.Teaching difficult pointsHow to find the topic of each paragraph.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ RevisionCheck the homework by asking some students to show their work.Step Ⅱ Listening (Ⅰ)First, ask the students to listen to the tape and complete the notes. Check the answers by asking some students to read their notes.Then get them to discuss the questions in Activity 2 and talk about New Orleans.Ask the students to tick the boxes in Activity 3 and complete Activity 4; complete the activities after listening again.Then check the answers with the whole class.Step ⅢPre-readingT: “You can’t play anything on modern trumpet that doesn’t come from him. I can’t even remember a time when he sounded bad playing the trumpet. Never. Not even one time. He had great feeling up in his playing and he always played on the beat. I just loved the way he played and sang.” This is a comment about a jazz musician. Can you guess who the jazz musician was?S1: Louis Armstrong. I still think no one can beat Louis Armstrong and Chet Baker when it comes to trumpets, and when it comes to saxophone, Buddy Arnold is my fellow anything.T: What else do you know about him?S2: Louis Armstrong was the greatest of all Jazz musicians.S3: Armstrong defined what it was to play Jazz. His amazing technical abilities, the joy and spontaneity, and amazingly quick, inventive musical mind still dominate Jazz to this day.T: He was the grandfather of jazz. He was very successful because he always thought, “What we play is life.” Today we’re going to learn more about the famous musician.Step ⅣReadingSkimmingAsk the students to read through the whole passage and then do Activity 1 on page 52 and discuss the main topic of each paragraph in groups of 4. At last, check the answers with the whole class. Show the following on the screen.ScanningFor Activity 2, get the students to read the text again and then work together with their partners to make a time c hart to show the important events in Louis Armstrong’s life. Give them a few minutes to fill in the form. Check the answers with the whole class.Show the following on the screen.Step Ⅴ Homework1. Ask the students to read the passage again after class and do Activity 3 and list the reasons why the writer says that Louis Armstrong was considered great.2. Ask the students to talk about and write about some places in China.The Sixth Period Integrating skills(Ⅱ)Teaching goals1. Target languagea. 重点词汇和短语nationality, location, geographical fractures, production, interview, cultureb. 重点句式Talk about placesWhen did people first live there?What’s the climate like?Why is it so warm/cold/dry/wet there?What’s the population of the city or province?How many nationalities live there?What is the most important festival there? How do they celebrate it?2. Ability goalsEnable the students to talk about and write about places.3. Learning ability goalsHelp the students learn how to talk about and write about places.Teaching important pointsHow to talk about places.Teaching difficult pointsHow to write about places.Teaching methodsDiscussion.Teaching aidsA projector, a computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionCheck the homework. First ask the students to discuss Activity 3 in groups of 4. Then share the reasons why the writer says that Louis Armstrong was considered great.Step Ⅱ TalkingFor Activity 1 on page 47, ask the students to discuss a city or province in China that has amixture of different cultures in groups of 4, filling in the given chart and answering the questions in the textbook.Step Ⅲ Speaking and writing taskAsk the students to read the tips and steps given in the textbook and talk about a Chinese city, province or zone in groups of 4. Then ask them to write a description.Step Ⅳ Homework: ProjectAfter class, ask the students to study small pieces of the USA, its culture and its people and then put all the pieces together to form a more complete picture. In this project, each student should choose a different aspect of America to research and then present his or her information to the rest of the class. They can use the library or search for information on the Internet.Unit 2 CloningⅠ. 单元教学目标Skill GoalsTalk about cloningPractice expressing and supporting an opinionUse the appositive clauseWrite a composition about cloningⅡ. 目标语言功能句式Expressing and supporting an opinion I’m happy to accept... but...I would never accept... I’m not bothered about...I don’t mind but...I hope you’ll carry on...Are you sure you want to...? I agree with you that...Is it fair to...? Do you think it is wise to...?I think you should... Well done to you for... I don’t understand why you don’t...I can’t help thinking...I could never agree to...词汇四会词汇Differ exact twin commercial straightforward undertake breakthrough procedure carrier cast altogether arbitrary correction object objection medium obtain attain moral conservative forbid accumulate constitution compulsory opera chorus loaf flour owe shortly retire bother assumption regulation strike initial vain resist drawback merely decoration unable feather turkey claw adore hatch reasonable 2．词组cast down, object to, the media, in favour of，（be）bound to（do）..., from time to time, bring back to life, pay off, in vain结构：Appositive clause — that 可引导同位语从句重点句子：It is a way of... P11 The fact is that... P11The question that occurred ... P12 The advantage is that... P15The First Period ReadingStep I Lead-inLook at picturesT: Look at the pictures and discuss which ones are natural clones and which ones are man-made. Then explain how they differ.S: I think the twins are natural clones and the Dolly sheep is man-made.T: You are right! Can you explain how they differ?S: The twins were born at the same time, but the Dolly sheep is man-made.T: Anything else? Who want have a try?S: I think the identical dog is man-made.T: Good job!Step Ⅱ Pre-readingBefore class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other.Questions about cloning:1. What is a clone?2. How is a clone produced?3. What benefits can humans gain from cloning?4. What problems may arise when humans are cloned?5. Should we clone human?6. Could cloning replace sex as the means of creating new human life?7. Could a parent clone a child who is dying of a terminal illness?Suggest answers:1. It is a way of making an exact copy of another animal and plant.2. This happens in plants when gardeners take cuttings from growing plants to make new ones, and when small parts of a plant are taken and gown in a laboratory. It also happens in animals when twins identical in sex and appearance are produced from the same original egg.3. It can help cure disease and can help couples who have no baby to bear a new baby.4. There may be more bad people like Hitler.5. In my opinion, I do not agree, for it may cause many moral problems.6. No. Because cloned human has the same quality as the real human, natural born baby’s quality is higher than his parents.7. No. The cloned baby also has the disease.Step Ⅲ While-readingGet the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading.divide the whole passage into several parts and find out the main idea of each part.Show the following.Para. 1 Cloning is a way of making an exact copy of another animal and plant.Para. 2 Cloning has two major uses.Para. 3 The problems of Dolly.Para. 4 The effect of Dolly.Para. 5 It is forbidden to clone human being.Step Ⅳ Post-readingAsk the students to read the passage again to finish three tasks.T: Now let’s listen to the tape. While listening, pay more attention to the correct pronunciation and tone. Then read the text by yourselves to get the answers to the three tasks. You can work in groups.T: First, what are the problems or dangers of cloning?S: Let me have a try! First, the cloned animals have the same illness of the old animals and the same goes with the other species. Second, the cloned animals have short life and can cause moral questions.T: You are right! And what are the advantages of cloning?S: I know! Firstly, gardeners use it all the time to produce commercial quantities of plants. Secondly, it is valuable for research on new plant species and for medical research on animals. Third ly, it suddenly opens everyone’s eyes to the possibility of using cloning to cure serious illnesses, and even producing human beings.T: What is the writer’s opinion? What do you think is the writer’s point of view in this reading passage? Is it in favour of cloning or against it?S1: I think the writer is in favour of it, because there are many advantages of cloning. It can help people solve many problems in our daily life.S2: I think the writer doesn’t agree with it, because if the cloning technology can be used in an evil way, it can cause much trouble to our society.T: The next question: What is your opinion of cloning? Give the reasons.S1: As a coin has two sides, everything has two aspects. First, if the cloning is used in a correct way it can bring many conveniences to us. Such as: curing serious illnesses and being used to produce commercial qualities of plants. On the other hand, if the cloning is used in an evil way it can cause much troubles: such as moral questions.S2: My view on cloning and nuclear transfer is that it is ethical. So actually I find no reason to clone presently. I have this opinion currently, because scientists are unable to successfully clone using nuclear transfer as of today.Step Ⅴ HomeworkAsk the students to do the following.1. Complete the exercises on page 13.2. Recite the key sentences in the text.3. What is Clone? You might not believe it, but there are human clones among us right now. Have you ever wished you could have a clone of yourself to do homework while you hit the skate park or went out with your friends? Imagine if you could really do that. Where would you start?The Second Period ListeningStep I Revision1. Greetings2. RevisionStep Ⅱ Pre-listeningWork in groups to discuss how we should behave towards the human clones.T: Before human clones become part of our life, perhaps we should spend some time thinking about how we should behave towards them. Now, work in groups to discuss the followingquestions.Show the following.1. How would you treat human clones?2. Do you think they should have legal and political rights, such as getting married or voting?3. Do you think they are separate people or part of the original donor?Sample answers:1. I will treat them as normal people.2. Yes, I think they should have the legal and political rights.3. I think they are separate people.Step Ⅲ ListeningThe students are asked to read fast the questions and multiple answers to find out the listening points first, and then listen to the tape twice to choose the best answer.Step Ⅳ Listening task (P57)First, ask the students to read these sentences and then listen to the tape and decide if they are facts or opinions. Play the recording and then check the answers with the class.Sample answers:Arguments for cloning pets:1. Favorite pets can live forever as clones.2. It is moral to clone pets for their owners.Arguments against cloning pets:1. Many people don’t agree with cloning.2. Some people think that cloning pets is selfish.Step Ⅴ HomeworkT: Boys and girls, today we have listened to some materials about cloning. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please preview the reading. Now class is over. Goodbye, everyone.The Third Period SpeakingStep Ⅰ Lead-inStep Ⅱ Read and answer (P16)To answer these three questions, teacher can give the students some examples as explanation, for example, Question 1.T: Now think about this question: if in the world there is only one sheep and human beings want to clone more. Some days later a Dolly appears, then many more. But one day all sheep get the same deadly disease. Now please think about what the results are.S: Maybe they would all die.T: Why?S: Because all sheep have the same arrangement of genes.T: Right. Now can you answer Question 1? Why shouldn’t you clone an extinct animal unless there is enough diversity in the group?S: It is useless to clone an animal if there is not enough diversity in the group for it to overcome illnesses.T: Why is it wrong to clone an extinct animal if it would have to live in a zoo?S: If the cloned animals have to live in the zoo, it is unfair to them. They need freedom.T. Why can’t you clone the DNA of animals that have be en extinct longer than 10,000 years?S: Dinosaurs disappeared 65,000,000 yeas ago. So the chance of dinosaurs returning to the earth is merely a dream.Step Ⅲ Discussion (Question 2)This is a speaking task. Ask the students to have a discussion in groups, organize their words properly, and give vivid description of the chosen animals.T: Now look at the table on page 16, discuss in pairs which extinct animals described are worth restoring by means of cloning. Choose one animal and use the information to help you argue why this animal should be restored to the earth.Give the students six minutes to discuss.Step Ⅳ Writing a report (P17)Deal with Questions three and four. Divide the whole class into four groups. Then they can have a competition.T: Now everyone, imagine all of you are owners of your chosen animal. Now work together, and give us a vivid description of your pet, then I will decide which one is the best to be resorted to the earth.Several minutes later, the students give performances. At the same time, list some major points on the blackboard.T: Well done everyone. It is really hard for me to choose, let us vote OK?Step Ⅴ TALKING (P55)Ask the students to talk about the questions with the teacher’s help.T: Look at the questions on page 54. Do you know how to show your opinion? You can discuss the following questions with your partner and use these expressions on page 54.1. How would you feel about having a clone of yourself in the family?2. What problems did you have growing up and how can you help him / her avoid them.Step Ⅵ HomeworkT: Write down your feelings and attitudes towards clone. Combine them into a composition.The Fourth Period GrammarStep Ⅰ RevisionCheck the students’ homework.Step ⅡGrammarT: Do you know the appositive clauses? Please pick out three more examples from the reading passage.Sample answers:The fact is that they are natural clones of each other.The whole scientific would follow the progress of the first successful clone, Dolly the sheep. Altogether Dolly lived for six years, half the length of the life of the original sheep.T: Now let me explain something about the appositive clauses. The appositive clause is a clause used as an appositive. The clause is an explanation to the noun before. The appositive clause belongs to noun clauses. Most of the appositive clauses may be introduced by the conjunction that.A content clause is frequently in apposition with such nouns as fact, news, idea, thought, question, reply, report, remark, hope, belief, suggestion etc.Some examples:Nobody shares my belief that he was mad.My suggestion that he was mad was not accepted.They are familiar with the opinion that all matter consists of atoms.Where did you get the idea that I could not come?We haven’t yet settled the question where we are going to spend our summer vacation.The suggestion came from the chairman that the new rule should be adopted.T: The words the fact are often inserted in front of an object clause when the clause cannot be conveniently connected with the verb either directly or by means of the representative it.This cannot hide the fact that he is growing old.We must face the fact that we are living in a revolutionary world.Some supplements:同位语从句与that引导的定语从句1) 从先行词看同位语从句与名次之间在逻辑上是“主语+be+表语”的关系。

Book 8 Unit 1 A land of diversity 教学设计1.Teaching aids：A. Review new words and phrases in this unit.B. Enable the students to talk about some information about the USA.C. Acquire some information about California.D. Develop their reading skills.2. Teaching important points:Learn more information about California.3. Teaching difficult points:How to acquire the key information and solve the problems fast and correctly.4. Teaching methods：A. Task-based teaching methodB. Cooperative teaching method5.Teaching procedures:Step1 ReviewPlease review the words and phrases we learned last time and then find the correct words to fill in the blanks.1．The (大多数)of boys like playing basketball.2．The quickest m______ of travel is by plane.3．A large p________ of the population own their homes.4．Peter said when he first came to the city，he really didn’t know how to ______ ______ ______ (习惯新生活）.5．We _______(推选)John as chairman，for he was reliable.6．It's difficult to move to America, because the rules of i________ is rather strict for the foreigners.7. We should _____ _____ our traditional customs.8. Is the account insured by the ________ (联邦制的) government?9. He’d like _____ _____ (申请）their assistance.10. Venice is an I______ city.Step 2 Warming up1.Present some colorful photos about America and ask the students to look at thepictures and the title of this unit. Talk about what they know about this country. 2.Group work: look at the map of the USA with your group on page1, and write onthe map the names of as many of the following as you can. Compare your names with other groups.Ocean on the east coast:Atlantic OceanOcean on the west coast:Pacific OceanCountry to the north of USA:CanadaCountry to the south of USA:MexicoMountains range in the west:Rocky MountainsGreat Lakes: Superior, Michigan, Huron, Erie and OntarioLongest river in the USA: Mississippi RiverSome important cities: New York, Washington DC, Philadelphia, Boston, LosAngeles, San FranciscoStep 3 Pre-reading1.Show the students some pictures on page2-3 and encourage the students not onlyto say what each picture is about but how each one relates to California.2.Ask the students to tell what they know about California.Step 4 Reading:1.Fast reading: Please skim the reading passage quickly and then divide the passageinto three parts according to the main idea of each part.Part1 Brief introduction to California.Part2 When and why people from different countries moved to California.Part3 The future of California.2.Careful reading: Please scan the reading passage and find out what happened inCalifornia in the following periods.15,000 years ago:16th century:1821:1846:1848:1850:3.Reading again: Please read the passage carefully again and write the period inwhich these people first came to California in large numbersSpanish Russians AfricansChinese Italians DanishJewish Japanese KoreansCambodians Vietnamese PakistanisStep5 Homework1.Read the passage carefully again.2.New words revision.3.Finish the exercises on P4。

Unit 1 A land of diversity Ⅰ. 单元教学目标技能目标Skill Goals▲Talk about the USA▲Talk about (going) places▲Learn the words about the USA▲Learn how to ask questions and make comments▲Learn the usage of the Noun Clauses▲Write an introduction to places▲Study the culture and people of the USAⅡ. 目标语言功能句式Talk about (going) placesWhere have you visited recently?When did people first live there?What is the climate like?Why is it so warm / cold / dry / wet there?What’s the population of...?How many nationalities live there?What did you think about the people?What is the most important festival there?How do they celebrate it?What other interesting things did you see?That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful!You’re exciting / wonderful. Good / Creative /Fantastic / Super job!1．四会词汇Strait distinct Arctic means majority ministry Catholic hardship elect federal rail percentage Italy Denmark boom aircraft Korea Korean Pakistan immigration racial词汇crossing vice nephew pole applicant customs socialist occur cattle indicate luggage shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert2．认读词汇illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz3．词组Live on, the Arctic, by means of, make a life, keep up, back to back, team up with, mark out, take in a great/good many, apply for结构Learn to use the Noun Clauses重点句子1. However, it is likely that Native Americans were living in California... P22. Of the first Spanish to go to..., the majority were... P23. That is why... P24. Some died or returned home, but... P25. Although Chinese immigrants..., it was the building of... P26. It is believed that before long... P37. Built in 1873... was invented by... P88. It’s a... that takes in... P89. He was noticed by... and to find... P5110. He spoke publicly about..., using his fame to help... P51Ⅲ. 教材分析和教材重组1. 教材分析本单元以“地域文化”为主题, 旨在通过单元教学，使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。