选修8 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.
Group work: look at the map of the USA with your group. Write on the map the names of as many of the following as you can. Compare your names with other groups.
Step 2 Pre-reading
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 ?
A land of differences. California is a land of great differences —differences in climate, in landscape and attitude.
2) Why is the USA called a melting pot?
There are many immigrants to the USA and there are many cultures and nationalities. So it is a place in which people, ideas, etc of different kinds gradually get mixed together.
Beside each date note down an important event in Californian history.
Step 4 Detail reading
Beside each cultural group , write the period in which they first came to California in large
Step 5 After reading
Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )
Step 6 Homework
Finish “Learning about language” on page 4.
Period 2 Extensive Reading
Teaching aims: 1. Improve Ss’ ability of reading
2. 德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，为终身学习奠定良好基础。
PART I READING (P8)
Step 1. Fast reading: SB P7 PART 1.
Step 2. Careful reading: Read George’s diary and answer the 5 questions on Page9 PART 2 Step 3. Pay attention to the main words, phrases and sentences(根据学生实际由集体备课确定)
PART II READING TASK(WB P51)
Step 1. Fast reading to find the main topic of each paragraph:
Step 2. T explains some difficult points.(由集体备课确定)
Step 3. Homework ：read the passage fluently and recite some parts.
Period 3 Grammar
Teaching aims
Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. Help the students learn how to use the Noun Clauses.
Teaching important and difficult points
Differ the noun clauses.
Teaching methods
Analysis and have some discussions.
Teaching procedures
Step 1 Preparation
Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.
1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主语从句)
2)The fact that they arrived a long time before Europeans is what matters.
Appositive clause(同位语从句) & Predicative clause(表语从句)
3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句)
Step 2 Discussion
Step 3 Analysis
1.高考考查热点:
1)名词性从句的语序（陈述句语序）；
2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句；
4）根据具体情景选用适当的关联词。
2.根据例句，讨论：
1）whether\if的区别
I. Please tell me if/whether you will go to the lectures tomorrow.
II. It all depends on whether the sky will clear up.
III. The question is whether the film is well worth seeing.
IV. Whether he will be well tomorrow I’m not sure.
V. Whether it is true remains a problem.
A.引导宾语从句，位于及物动词后
B.引导宾语从句，位于介词后
C.引导宾语从句，放句首
D.引导表语从句，主语从句或同位语从句
whether: A, B, C, D
if: A
2)What\that的区别
I. I think that it is unnecessary for me to speak louder.
II. His mother is satisfied with what he has done.
III. That he was able to come made us happy.
IV. This is what makes us interested.
3）who\whoever; what\whatever的区别
I. The spoken English competition is coming. Who will attend the meeting hasn’t been decided yet.
II. I believe whoever takes part in the competition will try his best.
III. Can you tell me what you would like to order?
IV. Whatever hap pens, 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
2 Where George’s tour star ted
3 California not as George expected
1 Where George is now
5 Californian people
Read the postcard on page 6 with students and ask them to recall the missing information. Then play the tape right through while students listen for the missing details. Play it twice if necessary and then check answers by playing the tape again and stopping when the missing details are given.
Dear Sam,
I’m here in Joshua Tree National Park, in the___southeastern_
part of California. Have been traveling around the state of
__california___ for three weeks now. Very different from what
I have seen in ___American movies____ . Not everyone is ___rich__
and not everyone lives near the __beach_____. First traveled
southeast through rich farmland then to the central part.
They grow everything here including __cotton, nuts, vegetables_____
and fruit. Cattle too. Then traveled further ____southeast______ into
mountains and ____desert_____.Californians are very friendly,
and they are from many different ___races_____ and cultures.
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
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.
Partner A: Talk about where the place is , what the climate is like, what you thought about the people, and any other interesting things you saw or did.
Partner B: Encourage your partner to talk by asking questions and making comments. 3. S. 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.
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?
3. Read George’s diary again. Put the mark”^” in the places where George has left out some words. Discuss with others in your class: Why did George leave out some words when he wrote his diary?
Step 2 Language points
Team up with: make an effort in cooperation with; work together with与……协力从事,合作Translate:
He teamed up with an experienced worker in the project.
2.hire 解雇
fire 租,雇佣
1)You are _fired___, because you are so lazy for the work.
理解
4)Don’t let yourself be taken in by these politicians.欺骗
Take off 拆开,拆散
Take on 贬低, 贬损名誉等
Take apart 从事,对…..产生兴趣,打听,占用空间或时间Take away from 脱下,脱去,起居,休假,离开
Take up 开始雇佣,露出,承担,接受
Step 3 Pair work and consolidation.
Make sentences with the new words learned in this lesson.
Step 4 Homework
Read the passage again
Prepare for the diction of the useful words and expressions of this unit
3. Prepare for the writing of the next lesson.
Unit 2 Cloning
Period 1 Warming Up, Pre-reading, Reading & Comprehending
Teaching Goals:
1. To arouse Ss’ interest in learning abo ut 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 Ss’ 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 effect of the cloning?
Suggested Answers:
A clone is a group of cells or organisms that are genetically identical and have been produced asexually from the same original cell. They include natural and man-made clones
he cloning of plants is simple and relatively easy. It can bee done by taking cuttings (man-made cloning) or letting the plant produce its own runners (natural cloning) . The cloning of animals is more complicated. It was not achieved until 1996 and is fully explained in the first reading.
It is possible to use cloning to cure serious illnesses, and help infertile people have babies. People may want to clone themselves so they can live forever. People may want to clone dead children. People may want to clone their favorite pets.
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.
Suggested Answer: (2) How many major uses does cloning have and what are they?
Cloning has two uses. One is to produce commercial quantities of plants and do research on new plants species and medical research on animals.
Step 5. Intensive reading
做《优化方案》和报纸。
Purpose: To get Ss to get a brief understanding of the text.
1. Ask Ss to read the text carefully and then decide which statements are true or false.
(1) Cloning is a new topic.
(2) When a gardener takes cuttings from growing plants to make new ones, we say the new ones are natural cloning.
(3) Cloning animals is as complicated as cloning plants.
(4) Dolly the sheep was the first successful clone of a mammal
(5) Scientists were very excited to find that Dolly`s illnesses were more appropriate to a much older animal.
(6) People `s opinions on cloning were different.
Suggested Answers:
(1) F (2) T (3) F (4) T (5) F (6) T
2. Ask Ss to choose the right answer according to the text.
(1) Which statement about Dolly the sheep is true?
A. She looked exactly like the sheep that provides the egg.
B. She was the exact copy of the sheep that provides the nucleus.
C. She looked like the sheep that gave birth to it.
D. She had the characteristics of all three sheep.
(2) Choose the right order of the events given during the cloning procedure of Dolly the sheep
a. Female sheep C bears the embryo
b. The nucleus from sheep B and egg cell from sheep A join together.
c. Female sheep B provides a somatic cell whose nucleus is taken out of
d. The cell break up and grows into an embryo
e. Female sheep A provides an egg cell whose nucleus is removed from.
f. A lamb called Dolly is cloned.
A. e, c, a, b, d, f
B. e, a, c, d, f
C. e, c, b, d ,a, f
D. e, b, c, d, a, f
(3) It can be inferred from the passage that a cloned animal
A. usually lives as long as the donor one
B. usually lives longer than the original one
C. may die younger than the donor one
D. is usually as healthy as the original one
(4) Which of the following is not an advantage of cloning?
Cloning can be used for medical purposes.
Large quantities of food can be produced by cloning.
Cloning can help keep animals from becoming extinct.
Famous persons who have passed away can be cloned.
(5) What is people’s fear about human cloning? Which of the following is wrong?
Cloned Hitlers would do harm to the world.
Cloned people may be killed at will for medical aid.
A woman would have difficulty recognizing her real husband.
Men will die out because a woman can give birth to a baby without a husband.
(6) We can infer from the last three paragraphs that
A. the normal development of Dolly had no effect on the cloning of other species.
B. Dolly`s serious disease and final death disturbed the whole world.
C. Dolly successfully cloned a new lamb with the help of cloning scientists.
D. there were arguments about animal cloning and concerns about cloning`s future. Suggested Answers:
(1) D (2) C (3) C (4) D (5) D (6) D
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
Column A Column B
(1) straightforward A. having a sign of illness of the mind or the feelings disturbed B. entirely; in all; considering all things
altogether C. easy to do or understand
forbid D. make oneself responsible for; promise
undertake E. not on reason
arise F. not allow
arbitrary G. become evident; appear
Suggested Answers:
(1) C (2) A (3) B (4) F (5) D (6) G (7) E
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.
(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.
(1) happen vi (偶然地)发生；出现Page11.line2 and page 12.line5
辨析：happen, befall, occur, take place与come about
happen, occur, befall, take place, come about五词都有“发生”之意，但有区别。
happen 使用最广，有偶然发生之意。
Befall 指灾祸等的发生或出现。多用于书面语，并且往往暗示命运的作用。
occur 用法较正式，既可以指自然发生，也可以指有意安排。可用于具体的事物，也可用于抽象的事物。用于指具体事物时，可与happen 互换（但happen 后接不定式时，不能与occur 互换。该词有“想起”的意思，这时不可同happen互换
take place 常可与happen, occur互换( 以具体事物作主语时)，但较多地指有计划，按事先安排的进行的含义。引申用法可表示举行、进行的意思。
come about 往往注重事情发生的原因，常与how 连用。
注：以上五词均为不及物动词，无被动语态。
(2) disturbing (page 12 line2) 烦扰的
I`ve had some disturbing experience.
● 拓展：disturb 打扰、使焦灼不安、扰乱
I’m sorry to have disturbed you.
The dream so disturbed him that he could not sleep.
A light wind distured the surface of the water.
cast down (page12 line3)（多用于被动结构或作表语）沮丧，低沉，泄气
Anyone would be cast down by such news as that.
He seemed cast down as a result of his failure to find work.
He was very downcast when he got the exam results.
raise (page 12 line8) 举起，使起来，唤起，提高，筹款，养育
● 拓展：rise vi 起立，升起，上涨，高耸，起义
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
(1) Chinese ______ greatly _____ French in pronunciation.
(2) He ______ to finish the job by Friday.
(3) Many people ______ experimentation on animals.
(4) You are not legally ______ ______answer these questions.
(5) It took them three years to ______ ______ the debt.
(6) A new oil crisis has ______.
(7) Anyone would be______ ______ by news such as that.
Suggested Answers:
(1) differs… from (2) undertook (3) object to (4) bound to
(5) pay off (6) arisen (7) cast down
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.
Many challenges must be overcome_____(1)___(连词) "cloned organ" transplants become reality. More effective technologies for creating human embryos, harvesting stem cells, and producing organs____(2)_____(介词) stem cells would have to be ___(3)_____ (develop). In 2001, scientists with the biotechnology company Advanced Cell Technology (ACT) reported_____(4___(连词) they had cloned the first human embryos; however, the only embryo to survive the cloning process stopped developing___(5)____ (介词) dividing into six cells. In
February 2002, scientists with the same biotech company reported that they had ___(6)_____(success) transplanted kidney-like organs into cows. The team of researchers created ___(7)___(冠词)_cloned cow embryo by removing the DNA from an egg cell and then injecting the DNA from the skin cell of the donor cow's ear. Since little is _____(8)____(短语动词)manipulating ( 控制) embryonic stem cells from cows, the scientists let the___(9)_____(clone) embryos develop into fetuses. The scientists then harvested fetal tissue from the clones and transplanted it into the donor cow. In the three months of observation ___(10)_____the transplant, no sign of immune rejection was observed in the transplant recipient.
Suggested Answers:
(1) before (2) from (3) developed (4) that. (5) after
(6) successfully (7) a (8) known about (9) cloned (10) following
Step 3. Homework
1. Ask Ss to review the language points in this period.
2. Ask Ss to finish the following exercises.
(1) Ask Ss to use “happen, occur, befall, take place, come about” to fill the following blanks.
① When did the accident_________?
② Our school sports meeting will ________ next week.
③ How did the quarrel __________ ?
④ It ________ to me that Mary knew him very well.
⑤ He ________ to be out when I called.
⑥ Bad luck and ill health ____on them through out his life.
Suggested Answers:
① happen ② take place ③ come about ④ occurred
⑤ happened ⑥ befell
(2) Ask Ss to use “raise” or “rise” to fill the following blanks:
① The Chinese people have ________ to their feet.
② Heavy rains ________the river stage.
③ The government is trying to ________ the living standard of the working people.
④ His voice ________ in excitement.
⑤ The wind is ________.
⑥ Where was he _______?
Suggested Answers:
① risen ② raised ③ raise ④ rose ⑤ rising ⑥ raised
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。
(1) 从句所修饰词的不同。同位语从句所修饰词通常是少数一些表示抽象意义的名词，如belief , doubt , fact , hope , idea , news , possibility , thought , order , suggestion , wish , answer , information , conclusion , decision , discovery , knowledge , law , opinion , problem , promise , proof , question , report , truth , risk 等。定语从句的先行词可以指人、物等。例如：
● He has told us a fact that drinking too much does harm to our health.
他又告诉我们一个事实，过渡饮酒对健康有害。(同位语从句)
● This is the book that I bought yesterday. 这是我昨天买的那本书。（定语从句）
(2) 连接词的作用不同。连接同位语从句的that只起连接作用，不在从句中担任任何句子成
分。whether 和how 可以引导同位语从句，但不能引导定语从句。关系代词和关系副词除了连接从句的作用外，还在定语从句中充当一定的句子成分，如主语、宾语、定语、表语等。引导定语从句的连接词是关系词，常见的关系代词和关系副词有that , which , who , whose , whom , when , where , why , as，than, but 等。
● Th e news that he wants to get is whether he will be sent to the countryside.
他所想得到的消息是他是否将被派往农村。(定语从句，关系代词that作从句get的宾语。)
● Do you have a doubt whether she will be dismissed from school?
你怀疑她是否能被学校开除吗？(同位语从句)
● I have no idea how his parents were sad on h earing that their son was killed in the earthquake.
我不知道他的父母一听到他在地震中阵亡是多么悲伤！(同位语从句)
(3) 从句作用的不同。定语从句具有形容词或副词的特点，对先行词起修饰、限定作用，描述先行词的性质或特征，与先行词之间是所属关系。同位语从句具有名词的特点，对中心词作进一步补充解释，是中心词的具体内容。例如：
● The man that you saw just now is my bother. 你刚才看到的那个人是我的弟弟。(定语从句)
● The suggestion that the meeting be put off proved right.
推迟会议的建议证明是正确得。（同位语从句）
(4) 正确理解和使用同位语从句，还应注意以下几点：
①分隔同位语从句：有时同位语从句与其先行词被其它成分分隔开来，这种分隔主要出于修辞原因，即为了保持句子结构平衡，避免头重脚轻。
● The whole truth came out at last that he was a wolf in sheep‘s clothing .
真相终于大白了，他原来是只披着羊皮的狼。
②在某些名词后的同位语从句中，其谓语动词应用虚拟语气形式：（should）+ 动词原形。常见的名词有advice , idea , order , demand , plan , proposal , suggestion , request 等。例如：● The suggestion that a new bridge (should) be built was accepted .
采纳了在这里修建一座新桥的建议。
③同位语从句的先行词往往没有复数形式。例如：
他要来教我们英语的消息昨天我就听说了。
（正）The message that he would teach us English reached me yesterday .
（误）The messages that he would teach 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
(1) Word came ____ our army had won the battle.
A. that
B. what
C. why
D. which
(2) The fact ____ he was successful proves his ability.
A. that
B. what
C. which
D. why
(3) The news ____ he heard yesterday surprised us greatly.
A. what
B. that
C. why
D. when
(4) The next thing ________ must be done is to make a plan.
A. what
B. that
C. why
D. when
(5) I have no idea ____ he will start.
A. when
B. that
C. what
D./
(6) This is the problem _________we are going to discuss.
A. if
B. that
C. whether
D. how
(7) The thought ____ he might fail in the exam worried him.
A. when
B. which
C. what
D. that
(8) I will never forget the first day ________ I spent in the country.
A. when
B. which
C. what
D. that
(9) You have no idea _______ anxious I was.
A. How
B. which
C. what
D. that
(10) He often asked me the question ____ the work was worth doing.
A. whether
B. where
C. that
D. when
Suggested Answers:
(1) A 同位语从句(2) A 同位语从句(3) B 定语从句(4) B 定语从句(5) A同位语句(6) B 定语从句(7) D同位语从句(8) D 定语从句(9) A 同位语句(10) A同位语从句
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
Dolly the sheep become a scientific breakthrough when the news that she had been born was announced in 1997. However, the problem that she later developed a serious lung diseased bothered scientists . On 14th February 2003 scientists made the decision that Dolly should be put to sleep. Dolly`s death, like her birth, was bound to raise worries. The fact that Dolly died when she was quite young disappointed people the world over . Scientists hold the belief that cloning may lead to many important scientific breakthroughs and medical treatment But now the question comes to their minds, “Did she die young because she was a clone?” Besides that, there is also a fierce debate over the question whether human cloning experiments should be allowed. Scientists believe human cloning is just a matter of time but the assumption that human clones have already been born hasn`t been proved yet.
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.
① Why shouldn’t you clone an extinct animal unless there is enough diversity in the group?
② Why is it wrong to clone an extinct animal if it would have to live in a zoo?
③ Why can’t you clone the DNA of animals that have been extinct longer th an 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.
① Who are interested in cloning fierce and extinct wild animals?
A. Film makers
B. Ordinary people
C. Film makers and ordinary people
D. No one
② We are a long way from being able to clone extinct animals because ________.
A. scientists are not experimenting with cloning mammals
B. the cloning of mammals is not difficult
C. scientists have not succeeded in cloning any mammals
D. the cloning of mammals is a new field
③ The cloning of mammals began seriously ________
A. 1950
B. 1996
C. 1n the ninety century sixty years
D. in the twenty century fifty years
④ What is the meaning of diversity in a group ?
A. It means passing on the ability to resist that disease to their children
B. It means having animals with their genes arranged in different ways
C. It means all of them would be left to continue the species if there is a new illness
D. It means all of them might die of the same illness
Suggested Answers:
① C ② D ③ D ④ B
(2) Ask Ss to read the text again and have a discussion according to the requirement of Ex2 on P16. Ss work in groups; when discussing, the head of each group should write down the opinions of all the members. Ask some volunteers to show their opinions.
4. Language point
Ask Ss to go through the text, and find out the following sentences and analyze them.
(1) The popularity of the film Jurassic park, in which a scientist clones several different kinds of extinct dinosaurs, proves how interested ordinary people are in the subject.
(2) This is because the cloning of mammals is still a new science and its story began seriously in the 1950s as this chart shows:
(3) From time to time people suggest that the animals that have disappeared from the earth, like dinosaurs, can possibly be brought back to life through cloning.
(4) Unfortunately, with what we know now, this is either impossible or unsuitable.
(5) The advantage is that if there is a new illness some of these animals may die, but others will survive and pass on the ability to resist that disease to their children.
(6) It would be unfair to clone any extinct animals if they would have to live in a zoo.
(7) Based on what we know now, you cannot clone animals that have been extinct longer than 10,000 years.
Step 2. Reading task (Workbook)
1. Leading-in
Divide Ss into groups and ask them to discuss the following questions.
(1) Do you know something about “ Medical cloning” ?
What do you think of the “Medical cloning ”?
Suggested Answers:
(1) “Medical cloning ” is a medical cure using cells from an embryo to cure very serious illnesses
(2) Different people have different opinions.
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.
① What is a debate?
② What should you pay attention to when you have a debate?
③ What is the topic of the debate?
④ When will everyone in the room vote and we can see who has won the debate?
3. Intensive reading
(1) Arrange a competition according to the following steps.
① Divide the class into boy groups and girl gr oups. Boy groups read the part “Team A”, while girls group read the part “Team B”. Each group read carefully, have a discussion and write down at least three questions about the part they read
② Ss close their books, and each group ask questions for the other group to answer. Each correct answer will win one point for his/her group.
(2) Ask Ss to red the text again and finish the exercise under the text.
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》
选修六 Unit 1 1.adj. 现实主义的；逼真的；现实的 2.adj. 抽象的；深奥的n. 摘要 3.n. 雕塑 4.n. 雕刻家；雕塑家 5.n. 美术陈列室；画廊 6.n. 信任；信心；信念 7.adv. 忠实地 8.adv. 所以；因而 9.n. 目标；目的vi. & vt. 瞄准；（向某方向）努力 10.adj. 常规的；传统的；因循守旧的 11.adj. 典型的；有代表性的 12.adj. 明显的；明白的 13.n. 新生；复兴；复活 14.vt. 采用；采纳；收养 15.adj. 人道主义的 16.vt. 拥有；具有；支配 17.n. （尤作复数）所有；财产 18.adj. 卓越的；杰出的；极好的 19.n. 透视画法；透视图；观点 20.n. 技术；方法；技能 21.n. 巧合（的事）；（事情、口味、故事等）相合 22.巧合地 23.n. 杰作；名著 24.n. 印象主义；印象派 25.adj. 印象派的 n.印象派艺术家 26.adj. 后印象派的n. 后印象派艺术家 27.大量28.n. 阴影；影子 29.adj. 荒谬的；可笑的 30.adj. 争论的；争议的 31.n. 努力；尝试；企图vt. 尝试；企图 32.（可是）另一方面 33.vt. 预言；预告；预测 34.n. 风景；景色 35.adj. 确切的；特定的 36.n. 画像；身材；数字 37.n. 黏土 38.n. 评论家；批评者 39.n. 青铜；青铜色；青铜制艺术品 40.n. 大理石 41.vt. 雕刻；刻记 42.adj. 脆弱的；容易生病的；精致的 43.n. 帆布；画布 44.n. 咖啡馆；小餐馆 45.adj. 过敏性的；对……过敏的 46.adv. 有效地 47.n. 展览；陈列；展览会 48.adj.敢做敢为的;侵略的；好斗的 49.n. 学者 50.n. 肉；肌肉；肉体 51.活着的；本人 52.n. 几何学 53.n. 束；串 54.n. 林荫道；道路；大街 55.n. 喜爱；偏爱
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
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
第一单元 路永在前方 阿什利塔·福曼是一位热衷挑战并总想争创吉尼斯纪录的运动员。在过去25年中，他大约(approximately)已经打破了93项吉尼斯世界纪录，至今，他仍然是其中20多项纪录的保持者，还包括拥有最多的吉尼斯纪录这一项。但是这些记录并不是像游泳或足球等一般运动项目那样创建的，而是阿什利塔试图在非常有趣的地点，在富有想像力的运动项目中打破的。 最近，阿什利塔完成了他的梦想:在所有七大洲破一项纪录，其中包括在澳洲玩呼啦圈，在南美洲的水下做弹簧单高跷游戏，在北美洲的热气球中做膝部深弯曲运动。 虽然这些活动看起来孩子气且令人发笑而不是让人肃然起敬，但实际上(in reality),完成这些活动需要强大的力量,健康的体格和坚定的决心。 想想吧,你一边走路,一边还要把一瓶牛奶顶在头上，你的脖子需要的多好的适应力。你可以停下来休息或吃东西，但瓶子必须呆在头上。 当阿什利塔站在75厘米高的瑞士球上时，看起来虽然很轻松容易，其实不然。呆在球上得一直全神贯注，还需要有极强的注意力和极好的平衡感。特别是在双腿开始抖动的时候，你还得使劲呆在球上。 然而沿着12英里的马路翻筋斗,情况又是怎样的呢？翻筋斗是一项艰苦的运动,因为你必须克服头晕、极度疲劳和痛苦。每翻滚一个小时,只允许休息5分钟,不过也可以短暂地停下来呕吐(vomit)。 做标准的体操(gymnastically)弓箭步动作向前，以最快的节奏走完1英里的路程是阿什利塔又一个出色的项目。弓箭步冲刺对你的双腿是一个极端艰苦的考验。开始时呈站立姿势，然后右脚向前迈一步，同时左膝触地，然后再站起来，左脚向前迈出一步，同时右膝触地。想想吧，这个动作要反复做1英里远！ 然而，这位有才能的运动员并不是天生的。小时候，他很不健康(unfit)，而且对运动毫无兴趣。但他却对《吉尼斯世界纪录大全》非常着迷(fascinated)。 阿什利塔究竟是怎样成为一位运动员的呢？这是一个有趣的故事。少年时,他就开始探究人生的深层的意义。他研究过东方宗教，16岁时，他发现了一位名叫斯里琴摩的印度静坐功(mediation)导师，住在纽约市他家附近。自从20世纪70年代初，阿什利塔就一直是斯里琴摩的学生。斯里琴摩指出，人们发展他们的体魂与发展他们的头脑、心灵和精神上的(spiritual)自我具有同等的重要性，并且他相信人的体能是没有局限的。 当阿什利塔1978年在纽约市中央公园进行的24小时自行车马拉松(marathon)比赛中获得第三名时，他就知道总有一天他将进入《吉尼斯世界纪录大全》。尽管从没有训练过，他还是受到他的精神领袖的敦促参加了马拉松比赛。因此,当他取得第三名的时候，他开始有了这样的认识：他的身躯只不过是他的精神的工具，而且他似乎能够利用他的精神力量去完成任何事。从那时起，阿什利塔就拒绝接受任何身体极限的说法。 由于有了这种新的信心, 阿什利塔于1979年第一次打破吉尼斯纪录——跳爆竹27000次。不断努力打破纪录的动机源来自他对斯里琴摩思想的虔诚。每次试图破纪录的时候，阿什里塔都会达到一个体力不可逾越的极限点。这个时候，他就会进入自己的内心深处，与他的灵魂(soul)和他的老师相沟通。 在创纪录的努力中，阿什利塔总是要感谢他的老师。事实上，他常穿着一件T恤衫，后背上有斯里琴摩的名言： “完美的道路只有一条,它就在你前方,永远在你前方。” 集中精力于……
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
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.
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
Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning.
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