江苏牛津译林选修八unit2知识点学案

重点词汇讲解1.universal adj. 共通的、广泛的、全球的、公认的；普遍的、一般的；●There was universal agreement as to who should become chairman.谁该当主席，大家的意见是一致的。

●This is a subject of universal interest.这是一个普遍关心的问题。

●Football is a universal game.足球是一项全球化的体育运动。

2.witness vt. 亲眼目睹●Did you really witness the accident that happened near our school?你真的亲眼目睹了发生在我们学校附近的那场事故？●Several journalists witnessed the incident in which eight peo ple were injured.几名记者目睹了那场事故，事故中八人受伤。

witness n. 目击者；证人●Mr. Green was asked to act as a witness to the agreement between his twofriends.格林先生被叫去在他的两位朋友达成的协议上签名作证。

●He will appear as a witness for the defence.他将作为被告的证人出庭。

阅读下列各句，辨别witness的词性和含义。

1) Police have appealed for witnesses to the accident. （n. 目击者）2) His good health is a witness to the success of the treatment. （n. 为……提供证据)3) Recent years have witnessed a growing social mobility. （vt. 见证）4) She witnessed to having seen the man enter the building. （vi. 作证说）3.cast vt. 分派某人扮演角色；为……选演员；（其过去式和过去分词均为cast）●The director cast me as a mad scientist.导演分派我演一个发狂的科学家。

2022届一轮复习高中英语：牛津版选修八Unit 2 The universal language 知识清单1. universal adj. 共同的，普遍的，全世界的，全体的It is universally acknowledged that.... 举世公认2. string n.①细绳，线，（乐器的）弦②一系列，一连串 a string of hits 接二连三的成功3. cast v. castcastcast①选派角色The director has cast her as an ambitious lawyer in his latest movie.导演选定她在他最近的一部影片里扮演一名雄心勃勃的律师。

②投射（光、影）cast a shadow over 给···蒙上了一层阴影友好的微笑cast/throw light on... 使（问题等）较容易理解③向.......投以（视线、笑容）cast a glance at 瞥了一眼cast a weling smile4. butterfly n.蝴蝶have/ get butterflies (in your stomach) （做某事前）心慌，紧张5. awesome adj.①极好的very good②令人惊叹的，令人敬畏的very impressiveawful adj.很坏的，极讨厌的6. stubborn adj.固执的，顽固的；难以去除（或对付）的as stubborn as a mule 倔得像头骡子7. condemn v. 被判处死刑①判刑，宣判sentence be condemned/sentenced to deathThe government issued a statement condemning the killings.②谴责，指责政府发表声明谴责这些凶杀事件。

（通常因道义上的原因而）谴责某人condemn sb/sth for doing sth③把某人置于困境（常用被动）condemn sb. to (do) sth. 迫使某人接受困境sb. be condemned to (do) sth.*His occupation condemned him to spend long periods of time away from his family.他的工作迫使他长时间离开家人。

牛津版选修8Unit2 Task教案Writing a website negative emotional languageTeaching Aims:1.To train the students’ ability of listening and writing.2.To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check theiranswers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out a bout people’s lives. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and thenwrite someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.。

Unit 2The universal languageTask---教案Teaching Aims:1. Teach students to learn how to listen for facts about people2. Teach students to learn how to find out about people’s livesStep 1: Leading-inIn this section , you will learn:1.How to listen for facts about people.2.How to find out about people’s lives.3.How to write someone’s biography.Give some pictures and ask them to think about what information they want know about the stars. When we are listening for facts about people, there are certain things that we need to listen for.1.Dates (when they were born and died).2.Places (where they were born or died).3.Specific things that they did in their life (This includes dates and places such as when andwhere they got married or had a child, ect.).rmation about why they did something and who or what influenced them.Step 2: First listeningListen to Part A and complete the notes on P26.Step 3: Second listening1. Have students to listen to Part B and fill in the blanks as many as possible.2. Play the tape a second time and stop after each answer or sentence.Step 4. ReadingAsk the students to read the information about the three famous composers in Part C and then complete the chart in Part B.Step 5. Asking for further informationHave students work in pairs to do role-play activity. One asks questions and the other answers them using the question above and the prompts below. Switch roles when they finish.●Use the questions above and prompts below to do the role-play activity. Switch roles.●Born in Salzburg.●Sister named Maria Anna.●Another successful opera was Don Giovanni, written in 1878.●Married Constanze Weber from Germany.●The Marriage of Figaro written in 1786.●Composed his last three symphonies/´simfəni/ in less than 7 weeks in the summer of 1788.●Died in Vienna.Conclude:●When and where was Mozart born?●What style of music did he compose?●When did he write his first piece of music?●What famous works did he write?●When and where did he die?●Step 6:Useful expressions:1.At the age of2.Develop his interest in3.Make friends with4.Split up5.Transatlantic voyage6.Get married to sb=marry sbStep 7: HomeworkPreview Project。

牛津版选修8Unit2 Reading教案Teaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the st udents’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion orideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some important such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1 Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland. 8. The bringing together of the group of people from many countries, the music and the setting.Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys. witness vt witness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)3. setting n. e.g. The play has its setting in a wartime prison.be set in … (e.g. The sto ry was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you should exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.Step 7 Homework。

牛津版选修8Unit2 Project教案The universal languageTeaching aimHelp students use what they have learnt to finish a project by working together. Teaching important and difficult points1. Help the students understand the text to collect as much information as they can.2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage. Teaching aidsA computer and a projector.Teaching procedures:Step 1 Dictation.Step 2 Lead-inIn this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.Step 3 First readingAsk the students to read the article “From jazz to pop” and then answer the qu estions. What is this text mainly about?It is about the history and development of pop music.How many periods can pop music be divided into according to the writer?Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music. Step 4 Second readingRead different parts of the text on by one.1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis Armstrong1. What is the difference between swing music and traditional jazz?Swing music is faster than traditional jazz and have a sort of swinging feel to the music.2. What are included in “big bands”?Big bands included a pianist a violinist and a bassist, as well as others.3. Who is considered as one of the pioneers of rock and roll?Big Joe Turner.1. Which band was the most successful rock and roll band of the 1960s?The Beatles.2. What is “Beatlemania”?The phenomenon that masses of fans of the Beatles welcome this band at the airport. Step 5 Finish exercises B1 and B2 on the page 109Step 6 Discussion.Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.Step 7 HomeworkEach group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.。

译林牛津模块8Unit2教学一体化详案（译林牛津版高三英语选修八教案教学设计）Unit 2 welcome to the unit ---- word power1.universal adj.the Universal Declaration of Human 世界人权宣言/ 宇宙的；全世界的a universal rule 普遍规律/ 普通的；一般的；全体的=generala universal meter 通用电表/ 通用的万能的Ex: 那年普遍干旱_________________________________________________.足球是全球性的运动___________________________________________.2 witnessn.目击者，证人，证据A witness told the police how the fire started,vt.目睹，目击，作证，说明He witnessed the accident on the highway.Ex:After the explosion,the policeman did a lot of work to find out some clues from the ____-A.lookers-onB.viewersC.peopleD.witness3.star n. the North/polar star北极星a shooting star 流星The sun is a star 、、、是恒星a five pointed star 五角星/ [星状物]a film star [明星]vt.In the list the starred questions are the most difficult. (starred; starring) [常用被动态]用星（或星状物）装饰；加星号an old film starring Charlie Chaplin 以、、、为主演Ex: We know something about the play which ________ Wang Ji.A. starsB. starringC.to starD.having starred4.cast vt.及物动词vt. 投；抛；掷；脱落-He shut me up in the copper jar and had it cast into the sea.-他把我禁锢在坛子里，并叫人把坛子抛入大海。

牛津版选修8Unit2 Welcome教案Module 8 unit 2 The universal languagePeriod One Welcome to the unitTeaching aimLet the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.Teaching important and difficult points1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.2. Let them talk about music fully and freely.Teaching aidsA computer and a projector.Teaching procedures:Step I. Lead-in (Discussion)Do you like music? Why or why not?How many kinds of music do you know? Can you list some types of music?What are the common topics of musicStep II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.Step III. Enjoy some music and ask the students to tell what kind of music they are.Step IV. Make up a dialogue.Ask you partner what kind of music he/she likes best and why he/she likes about it. Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.Step VI. Discussion.Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?Step VII. Summary. Step VIII. Homework. Preview the reading part.。

Unit 2 The universal languageWord power---教案Teaching aims:Let students know more information about musical instruments.Get students to develop the interest in some kinds of music forms.Step 1. Brainstorming1. Do you know how to play the piano /violin /guitar?2. What is an orchestra like?3. What kind of music is performed by an orchestra? (classical music/opera)4. Do you know any famous orchestras in China or abroad ?Step 2. Read Part A on P22 and try to finish the following blanks. An orchestra small: a ____ orchestralarge: a ________ orchestraFour groups of musical instruments ________________________Music of an orchestra _______classical music_______popular musicmusic from different_______Step 3: Test of more information about orchestrasMusicians :conductor pianistviolinist flutist{{{Step 4. Pictures show of all kinds of musical instrumentsMusical instruments:Bassoon clarinet oboeCello harp violas violin double bassTrombone tubas saxophone horn trumpet Timpani xylophone gongPercussion cymbals bass drumAnswers of Part B,C,D in wordpowerB：strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gangsC (1) orchestra (2) chamber(3) symphony (4)strings(5) brass (6) violins(7) cellos (8) brass(9)trumpets (10) Flutes(11) woodwind (12) bass drumsD the instruments in red : stringsthe instruments in blue : woodwindthe instruments in green : brassthe instruments in yellow : percussionStep 5. Finish Part B,C,D and check them out.Step 6. Homework:Preview Task。