人教版高中英语选修8全册教案Unit 1 A land of diversityPeriod 1 ReadingTeaching goalsEnable 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 pointsLearn the huge diversity of races and cultures in California.Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work. Teaching aidsA map, a blackboard and a computerTeaching proceduresStep 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 readingRead 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 readingBeside each cultural group , write the period in which they first came to California in large numbers.Step 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language”on page 4.Period 2 Extensive ReadingTeaching aims: 1. Improve Ss’ ability of reading2. 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 2Step 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 GrammarTeaching aimsEnable 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 pointsDiffer the noun clauses.Teaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PreparationAsk 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 DiscussionAsk the students to differ the Noun Clauses as the subject, object, predicative and oppositive. Step 3 Analysis1.高考考查热点:1)名词性从句的语序（陈述句语序）；2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc;3)it用作形式主语或形式宾语代替主语从句或宾语从句；4）根据具体情景选用适当的关联词。

2.根据例句，讨论：1）whether\if的区别I. Please tell me if/whether you will go to the lectures tomorrow.II. It all depends on whether the sky will clear up.III. The question is whether the film is well worth seeing.IV. Whether he will be well tomorrow I’m not sure.V. Whether it is true remains a problem.A.引导宾语从句，位于及物动词后B.引导宾语从句，位于介词后C.引导宾语从句，放句首D.引导表语从句，主语从句或同位语从句whether: A, B, C, Dif: A2)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 Practice1)Exs.3&4, Students Book P52)Make sentences using noun clauses as the subject, object, predicative and appositive.Step 5 Homework1. 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 speakingTeaching goalsTrain their listening and speaking abilities.eaching important and difficult pointsHelp the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.Teaching methodsPair work and group work, discussion and cooperationTeaching aidsA recorder, a computer, and a blackboardTeaching proceduresStep1 ListeningThe 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 CaliforniaEvery culture has its own ____music__, ___festivals_____, food and art.Most interesting. Wish you were here. Give my love to Paula.GeorgeTell 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 SpeakingWith 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 HomeworkWrite a short passage about the place they have visited recently.Period 5 Using LanguageTeaching goalsTarget languageUseful 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 pointsImprove the students’ reading ability (skimming and scanning).enable the students to grasp the useful words and expressions.Teaching methodsReading, discussion, cooperative learningTeaching procedures:Step 1 Lead-inLook 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 pointsTeam up with: make an effort in cooperation with; work together with与……协力从事,合作Translate:He teamed up with an experienced worker in the project.2.hire 解雇fire 租,雇佣1)You are _fired___, because you are so lazy for the work.理解4)Don’t let yourself be taken in by these politicians.欺骗Take off 拆开,拆散Take on 贬低, 贬损名誉等Take apart 从事,对…..产生兴趣,打听,占用空间或时间Take away from 脱下,脱去,起居,休假,离开Take up 开始雇佣,露出,承担,接受Step 3 Pair work and consolidation.Make sentences with the new words learned in this lesson.Step 4 HomeworkRead the passage againPrepare for the diction of the useful words and expressions of this unit3. Prepare for the writing of the next lesson.Unit 2 CloningPeriod 1 Warming Up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To arouse Ss’ interest in learning about cloning2. To learn about the procedure of animal cloning and the life of Dolly the sheep3. To develop Ss’ some basic reading skills.Teaching Procedures:Step 1. Leading-inPurpose: 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 UpPurpose: To lead Ss to the topic of this unit through the discussionTo get Ss to look at the pictures and discuss how they differSuggested 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-readingPurpose: 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 readingPurpose: 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》。