选修8 unit1学案
人教课标版高中英语选修8 Unit1_Grammar名师教学设计
2.T: From the analysis of the sentence patterns, can you tell me what types of noun clauses are there.
S:Noun clauses are classified as subject clause, object clause, predicative clause and appositive clause.
It happened that…碰巧…
It appears that…似乎…
4It is+过去分词+从句
It is reported that…据报道…
It has been proved that…已证实…
It is said that…据说…
it作形式主语和it引导强调句的比较
it作形式主语代替主语从句,主要是为了平衡句子结构,主语从句的连接词有变化。而it引导的强调句则是对句子某一部分进行强调,无论强调的是什么成分,都可用连词that。被强调部分指人是也可用who/whom。例如:
DELC2获取新知识
Step2
Production
(学习
新知)(20mins)
1.Teacher guide Ss to learn the grammar rules of noun clauses.
名词性从句
【概念与分类】在句子中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词词组,它在复合句中能担任主语、宾语、表语、同位语、介词宾语等,因此根据它在句中不同的语法功能,名词从句又可分为主语从句、宾语从句、表语从句和同位语从句。
It hasn’t been decided whether (if) we shall attend the meeting.
(完整版)人教版高中英语选修8unit1导学案(简案)
Suggested answers:
information.)
1.South Americans and people from the United States.
2.During the gold rush period, many Chinese immigrated to California to achieve their
Get the Ss to find ,analyze and learn the long-complex sentences .
Step5.Testing in class & improving skills(随堂检测,落实考点)
Task5. Ask the Ss to finish the comprehensive exercises (1-3) in the book Answer key for exercise 1 on page 3:
2. Let students learn about the history and geography of USA;nationality and people; customs and culture. Ability aims:
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.
Ex1. 15,000 years ago: First settlers crossed the Bering Strait in the Arctic to America. These people are now known as Native Americans.
选修八unit1教案
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。
高中英语选修8 Unit1 Using Language教案
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。
高中英语 Unit 1 A land of diversity教学设计2 新人教版选修8
Unit 1 A land of diversity设计重新划分课时,裁剪、拼接使用提供的材料,以便“物尽所用”: Warming up by talking about HollywoPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(CALIFORNIA)IntroductionIn this period, after the warming up,students will be guide d to pre-read bydiscussing, read for forms, copy and makesentences. Then they shall read the textto transfer information. Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.ObjectivesTo help students understand the text’s forms and contents and learn about a land of diversityTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by talking about CaliforniaCalifornia is a state located on the westcoast of the United States. It is by farthe most populous state in the U.S., aswell as the most physically diverse, withthe highest and the lowest points in thelower 48 states located within 150 milesof each other. If California were anindependent nation, it would have the fifth largest economy in the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is "The Golden State" in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.2. Pre-reading by discussingLook at the pictures on page 1. Discuss them in pairs.The famous Hollywood sign, a symbol of the city's world famous entertainment culture.Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becominga metaphor for the entire concentration of high tech businesses.3. Reading for formsRead the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.Then how to learn collocations?•Be aware of collocations, and try to recognize them when you see or hear them.•When you learn a new word, write down other words that collocate with it.•Re ad as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.•Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.While going over the text, try to recognize the collocatio ns, treat them as single blocks of language and copy them out into your Collocation Book.nowof becoming richthe mix of nationalitie5. Transferring informationNow you are going to the text again to note down the most important events in the California history.Spanish having settled in most parts of South America and along the6. Reading the text again to draw a diagram of it and retell the story in your own wordsMost texts have a three-part structure—introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.Type of writing and summary of CALIFORNIAin7. Closing down by writing a history accountTo end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.population in the country, but also is the most multicultural city. Few people in ich had been existing in prehistoric times. In the 16th century。
牛津版选修8Unit1__Welcome参考教案
牛津版选修8Unit1 Welcome参考教案Teaching aims1.Enable the students to talk about their opinions on reading books.2.Help the students learn how to talk about their ideas of different kinds ofbooks.Teaching important and difficult pointsTeach the students to talk about differences between different kinds of books. Teaching methods:Talking and group-workTeaching procedures and ways:Step 1 Brief introduction of the unitIn this unit, you will◆ read a student’s essay about appreciating literature and a student’s re port on Robert Burns◆ listen to information on how to write a literary review◆ discuss some classic literature and give your opinion on a literary review◆ write a literary review◆ recite a poemStep 2 Lead in实用文档What are the ways of entertainment?Show some pictures on the screen and get them to say:Watching TV, Listening to music, Reading books, Surfing the Internet, Attending concerts, Having holidays, Enjoying food and exercise Step 3 BrainstormingWhat are the genres of literature?Do you know some famous writers? Who are they?What are the ways of reading?Step 4 Genres of literaturedrama, poetry, novels, short stories, science fictions…Step 5 Reading aloudThe Day We MetGary R. HessI met you on Valentines DayOne year five months twelve days I saw your faceYou came down from heaven andopened my eyesYour skin so smooth, so tender实用文档Smile so bright, so lovingI have thought about youin every wayJust sitting and wonderingabout that dayWe laughed, we smiledWe talked for a long whileThat day with you was so greatAnd everyone passing is onlymore wonderfulI love you more now,than ever beforeQuestion:What kind of poem is this?Step 6 Picture talking1. Why might people want to join a book club?2. What are the different ways to read?3. Do you like science fiction? Can you name some science fiction books and 实用文档their writers?4. Do you like reading or writing poem? Which poem is your favorite?Step 7 Discussion1. If you were asked to recommend a book to a friend, what book would you choose? Why?2. What are some of the differences between poetry and science fiction books? Characteristics of poetryemphasize rhythm, sound and imagery, express strong feelingsThemes of science fiction storiesWhat society might look like in the future, science discoveries, space travel? life on other planets, environmental changesNowadays, besides the traditional books, that is, books in print, do we have any other kinds of book?Advantages and disadvantages of e-booksE-books have a lot of advantages. They save a lot of space. A CD can store many books and it weighs just a few grams so that it is much easier to carry some CDs than to carry a heavy suitcase full of books in print when travelling or moving house. E-books provide people with a more personalized way of 实用文档reading as the readers can set the pages, adjust the point size of the text or change the background colour. Some even provide a voice function so that people can ‘read’ their books by listening. Many people report that they read e-books faster than books in print. Besides, we can save a lot of trees because no paper will be used for e-books.However, as many other electronic gadgets, e-books have disadvantages as well. To read e-books, people must first have an electronic device that can display them. Besides, when reading e-books, people cannot make notes or comments on the margin as they can with books in print. More importantly, e-books available online may hurt copyright holders.3. Do you think that e-books will replace books in print?Step 8 Language points1. If you were asked to recommend a book to a friend, what book would you choose?1) subjunctive 2) recommend:2. Do you think that e-books will ever replace books in print? replace Homework1. Find more information about classic literature.实用文档2. Unit Revision: Period 1.实用文档。
2018-2019学年高中英语(译林版)选修8教案:Unit 1 Section Ⅲ
Section ⅢWord power & Grammar andusage根据提示写出下列单词1.n.百万富翁2.n. 恶行,恶习,罪恶3.v t.&v i.&n. (使)改过自新,改造;改革,改良4.n. 暴力,暴行5.v i.&v t.反抗,抵制,抵挡6.v t.&v i.(使)重逢,再相聚;(使)再结合,再联合【答案】 lionaire 2.vice 3.reform 4.violence 5.resist 6.reunite根据提示补全下列短语1.be famous 因……而出名2.as 至于……3.have appeal 对……有吸引力4.the control of 在……的控制下5.because 因为【答案】 1.for 2.for 3.to 4.under 5.of根据提示补全下列教材原句1.English literature,especially English fiction,in the literary world.英国文学,尤其是英国小说,在文学界是很重要的。
2.A student read many books.学生无论看多少书都不为过。
3.that you find on the Internet is useful.你在网上看到的信息并非都有用。
【答案】 1.is of great significance 2.can't;too 3.All;nothave appeal to对……有吸引力,向……发出呼吁(教材P7)Science fiction,romance and detective stories,like those about Sherlock Holmes,have great appeal to many young people.科幻小说,爱情小说,像那些关于夏洛克·福尔摩斯的侦探小说都对许多年轻人有很大的吸引力。
译林版高二英语选修8学案 Unit1新
单元检测·提升一(总分:120分时间:120分钟)第一部分:听力(共两节,满分20分) 第一节(共5小题;每小题1分,满分5分)听下面5段对话。
每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。
听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
W:That was the last bus home!And we've missed it!Call a taxi!M:A taxi?I'm not a millionaire.1What does the man mean?A.They are not rich enough to call a taxi.B.The woman has mistaken him for a millionaire.C.He doesn't understand what the woman means.W:I got a few things from the shop.M:A few?It looks like you bought out the supermarket!2What does the man mean?A.The woman looks like the owner of the supermarket.B.The woman did too much shopping from the supermarket.C.The woman seems to have bought her things outside the supermarket.M:After I've finished reading this book,I can lend it to you if you are interested.W:If I'm interested?I've been trying to borrow it everywhere.3What does the woman mean?A.She has no interest in the book.B.She can get the book everywhere.C.She wants to read the book very much.M:Let's ask Dan to introduce the musicians to the audience at the beginning of the concert.W:Ask Dan?He'll be playing the violin.4What does the woman mean?A.Dan is a good violinist.B.They can ask Dan to make the introduction.C.Dan is not the right person to make the introduction.W:Can't we slow down?I'm tired.M:Slow down?Don't you realize how late we are going to be?5What does the man mean?A.They cannot slow down.B.They'd better slow down.C.The woman doesn't know how late they are.第二节(共15小题;每小题1分,满分15分)听下面5段对话或独白。
人教版高二英语选修8_Unit_1_A_land_of_diversity__全单元教案
Unit 1 A land of diversityThe First Period Warming up一.Aims:1. Teaching aimsHelp the students learn more information about America.Important words: ocean, coast, mountain, range, compare2. Ability aimsEnable the students to know more about Ameri ca and can give some cities’ names 二.ContentsStep IAsk the students to talk about the names in groups, and then write down them on the map.Step IICompare answers with other groupsStep IIIGive the correct names to the students.Step IVTell the students some information about America to improve their interest. And ask some students to say what they know about America.Homework To observe an American mapAdd:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Second Period Reading 一.Aims:1.Enable the students to talk about things about the USA.2.Help the students learn the huge diversity of races and cultures in America,especially in California.二.Contents:Step 1 Warming up.1.Ask the students to describe what they learn about the USA.2.Group work: look at the map of the USA with your group. Write on the map thenames of as many of the following as you can. Compare your names with other groups.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?2.Show the students some pictures and encourage students not only to say what eachpicture is about but how each one relates to California.Step 3 Fast reading1.Read through the passage and get the main idea.2.Reading comprehension.Ask the students the following questions:1)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.3.Beside each date note down an important event in Californian history.Step 4 Detail readingBeside each cultural group , write the period in which they first came toStep 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.Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Third Period Language Points 一.Aims:1.Learn expressions and phrases.2.Learn language points.二.Contents:1. means: a method or a way of doing. 方式,方法,手段(但复数同形)Translate:一切可能的办法都试过了。
2021届高三英语人教新课标一轮复习导学案选修八Unit1Alandofdiversity
选修八Unit 1 A land of diversityⅠ.单词—在语境中默写,在联想中积累[写得准][用得活][积得多]1.means n. 手段;方法2.occur vi. 发生;出现3.reform vt.& vi. 改革;革新n. 改革;改造;改良4.grasp_vt.& n. 抓住;抓紧;掌握;领会5.boom n. (人口、贸易的)繁荣vi. 处于经济迅速发展时期6.customs n. 海关;关税;进口税7.luggage n. 行李8.slip vi. 滑动;滑行;滑跤n. 滑动;滑倒9.hire_ vt.& n. 租用;雇用10.majority n.大多数;大半→major adj.主要的vi.主修n.专业→minority_n.少数11.elect vt.选择;决定做某事;选举某人→election_n.选举12.distinct adj.清晰的;明显的;明确的→distinction n.差别;区分;卓著13.applicant n.申请人→apply vi.申请→application 用所给词的适当形式填空1.He won the electionand was electedpresident of thecountry.(elect)2.He indicated that anindicator should give mesome indications of howI did in the test.(indicate)3.The results of thesurvey fell into distinctgroups. The old werescholars of greatdistinction while theyoung were theopposite.(distinct)4.Apparently,_she tookno notice of theapparent mistakes in theaccident.(apparent)5.All the applicants canapply in person or byletter and at the sametime should hand in theirapplications before May6th.(apply)6.One of the majorproblems is that amajority of thegraduates who major in1.变为复数后词义变化的名词小结①custom (风俗)→customs(海关)②manner (方式)→manners(礼貌)③paper (纸)→papers (文件)④art (艺术)→arts (文科)⑤arm (手臂)→arms (武器)⑥brain (脑袋)→brains (脑力)⑦work (工作)→works (作品)⑧short (短的)→shorts (短裤)2.与“雇用、辞退”有关的词汇全接触①hire n.&vt. 雇用②employ vt. 雇用③take on 雇用④fire vt. 解雇⑤dismiss vt. 解雇⑥discharge vt. 辞退⑦lay off 解雇⑧turn away 解雇3.“多数与少数”面面观n.申请书;申请14.apparent adj.显而易见的;显然的;表面上的→apparently adv.显然地;显而易见地15.indicate vt.指出;标示;表明;暗示→indication n.迹象→indicator n.指示器;指示信号English find it difficult tofind a goodjob.(majority)①major adj. 主要的 vi. 主修 n. 专业②majority n. 大多数③in the majority 占多数④minor adj. 少数的⑤minority n. 少数⑥in the minority 占少数Ⅱ.短语—在应用中记牢,在归纳中记多[写得准][用得活][积得多]1.live_on 继续存在;继续生存2.by_means_of_... 用……办法;借助……3.make_a_life 习惯于新的生活方式、工作等;谋生4.keep_up 坚持;维持;沿袭(风俗、传统等)5.back_to_back 背靠背6.team_up_with 与……合作或一起工作7.mark_out 用线画出范围;标出……界线8.take_in 包括;吸收;欺选用左栏短语填空1.After 15 years in theUSA, he has finally madehis decision to apply_forAmerican citizenship.2.While you are readingan article, you’d bettermark_out the key wordsand topic sentences.3.In some rural places ofChina, some people stillprefer keeping_up theirtraditional lifestyle.4.—The trade caused meD|S500 worth of loss.—Pity! You didn’t listen1.“v.+in”结构短语集锦①take in 包括;欺骗;理解②fit in 适应;找到时间③break in 强行闯入④cut in 插嘴;插队⑤give in 屈服;投降⑥turn in 上交2.“许多”种种Error!+可数名词Error!+不可数名词Error!+可数/不可数名词骗;理解9.a_great/good_many 许多;很多10.apply_for 申请;请示得到11.the_majority_of 大多数……12.occur_to_sb. 某人突然想到to my advice; otherwise, you would not have been taken_in.5.He is such anilltempered man that on no condition will Iteam_up_with him.Ⅲ.句式—在解读中学懂,在仿写中学通[背原句][记句式][会仿用] 1.However, it is likely thatNative Americans were livingin California at least fifteen thousand years ago.然而,可能至少在15 000年前美洲土著人就住在加利福尼亚了。
人教版选修8unit1教案
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。
河南省濮阳市综合高中英语 Unit 1 A land of diversity 选修8
河南省濮阳市综合高中英语 Unit 1 A land of diversity教学设计新人教版选修8Ⅰ Concept for teaching design本课课型为阅读课。
根据全日制普通高中英语教学大纲和教材对阅读课的要求,即通过阅读课文,激发学生对读英语的兴趣,培养阅读的技能,使用阅读策略。
在教学过程的设计中,注重充分调动学生的积极性,使学生自主学习,让学生成为问题的“发现者”,然后学生与学生进行合作性的探究,让老师成为问题的“点拨者”本节课的教学对象是高二学生,他们具备一定的阅读能力和历史地理知识,同时他们有着丰富的想象力和活跃的思维,具有一定的分析和解决问题的能力,学生学习主动性较强,能够积极配合老师的指令完成本堂课的学习任务。
另外,在第一课时的学习中,学生查阅美国地图,讨论有关美国地理方面的知识,为本节课的学习做好热身准备。
Ⅱ Teaching Objectives1.Knowledge ObjectivesMake the students master the following words, phrases and sentence patterns.(1)Important words (重点单词)strait, immigration, percentage, mix, mixture, nationality, racial(2)Important phrases (重点词组)By means of, make a life, the majority (of)(3)Important sentence patterns(重点句型)When the first people arrived in what we now know as California,However, it is likely that Native Americans were living in California atleast fifteen thousand years ago.It is believed that before long the mix of nationalities will be so great that…2.Ability Objectives(1)Learn some detailed information about the history of California.(2)Develop the Ss’ some basic reading skills through reading activities.(3)Train the Ss’speaking ability ( talk about the important events inCalifornia history).3.Emotional Objectives(1)Train the Ss’ ability to cooperate with others.(2)Widen their knowledge and cultivate the Ss’ cross-culture consciousnessso as to improve their own development.Ⅲ Teaching Content Analyze本节课是一节阅读课,在Pre-reading要求学生讨论有关加利福尼亚州的几张图片和几个单选题,使学生了解当地风土人情、民俗文化及美国的基本常识。
Unit1-2名词性从句学案-高中英语人教版选修八
高中英语人教版新课标选修8Unitl・2语法——名词性从句【问题查找】单项选择Cindy shut the door heavily and burst into tears. No one in theoffice knewshe was so angry.A. whereB. whetherC. thatD. whyAs a new graduate, he doesn't knowit takes to start a business here.A. howB. whatC. WhenD. whichsome people regard as a drawback is seen as a plus by many others. A. Whether B. What C. ThatD. How—How about camping this weekend, just for a change? ―OK, you want.A. whicheverB. howeverC. whateverD. whoeverIt is uncertain side effect the medicine will bring about, although about two thousand patients have taken it.A. thatB. whatC. howD. whether6.One reason for her preference for city life is she can have easy access to places like shops and restaurants.A. thatB. howC. whatD. why7.Before the sales start, I make a list of my kids will need for the ing season.A. whyB. whatC. howD. whichWhen changing lanes, a driver should use his turning signal to let other drivers know.A. he is entering which laneB. which lane he is enteringC. is he entering which laneD. which lane is he enteringHow much one enjoys himself travelling depends largely onhe goes with, whether his friends or relatives.A. whatB. whoC. howD. whywant to be liked and loved for I am inside.A. whoB. whereC. whatD. how Keys:LD考查名词性从句。
人教版高中英语选修8全册教案
选修8黎巨森、蒋茹、罗培芳、罗丽霞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 puterTeaching 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 prehension.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 munity? (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。
选修8unit1教案
选修8unit1教案教案标题:选修8 Unit 1 教案- 探索潜水教学目标:1. 了解潜水的基本概念和技能;2. 掌握潜水所需的基本装备和安全措施;3. 学习并运用相关词汇和语法结构;4. 培养学生的合作和团队合作能力。
教学重点:1. 潜水的基本概念和技能;2. 学习并应用相关词汇和语法来描述潜水活动;3. 培养学生的合作与沟通能力。
教学难点:1. 学生的听说能力的提高;2. 语法结构的正确运用;3. 培养学生的团队合作意识。
教学准备:1. 电子白板或投影仪;2. 单词卡片和图片等教具;3. 多媒体教学资料。
教学过程:一、导入(5分钟)1. 利用多媒体图片或视频展示潜水的场景,激发学生对潜水的兴趣;2. 出示一幅潜水装备的图片,让学生猜测图片内容,引入潜水话题。
二、知识传递与技能训练(30分钟)1. 分组讨论:学生分组探讨并汇报他们对潜水的认识和了解;2. 教师通过多媒体展示PPT,介绍潜水的基本知识、技能和安全措施;3. 基于学生的年龄和水平,设计合适的听力和口语练习,让学生能在实际情境中应用所学知识;4. 导入重点词汇,如“scuba diving”、“underwater”、“diving gear”等,进行词汇教学。
三、语言应用与巩固(15分钟)1. 学生练习使用相关词汇,描述潜水的过程和体验;2. 教师设计角色扮演活动,让学生扮演潜水教练和学员的角色,进行对话练习;3. 引导学生运用所学语法结构,如动词时态和疑问句等,构建具有逻辑连贯性的对话。
四、拓展与实践(15分钟)1. 学生小组合作,设计一个拓展学习的任务,如制作海报、PPT等,展示他们对潜水的深入了解;2. 分享学生的任务成果,并进行互动交流,加深对潜水知识的理解;3. 教师对学生的表现给予肯定和鼓励,激发学生的学习热情。
五、作业布置(5分钟)要求学生撰写一篇短文,描述他们对潜水的认识和理解,体验过程以及感受,并指导他们运用所学语法和词汇。
牛津译林版高中英语选修8精品学案Unit 1 The written wordNew words1
预习导学(10分钟)写出下列名词:经典著作____________ 古董,古物___________ 智慧,明智_______________ 灰尘____________ 改编,改写____________ 作品,著作____________书的章,篇____________ 不确定 ____________紧张____________小说的情节____________ 财富,运气 ____________提醒,提示____________ 缺点,短处____________ 偏见____________ 同伴____________主题,主旨____________ 财富 ____________ 相识,熟人____________小说家_______________ 贫民收容院_______________ 罪犯_______________百万富翁_______________ 法庭_______________ 罪行,罪恶_______________ 暴力,暴行_______________ 不幸,灾祸_______________动词:改过自新,改革________ 对。
施加压力________ 抵制,抵抗____________ 形容词:古典的_______________ 文学的_______________ 被承认的_______________ 单纯的,简朴的__________ 慷慨的________ 突然的,生硬的____________ 持续的_______________ 破旧的_______________ 浅薄的_______________死板的,严格的___________有教养的_________ 华而不实的_______________受过教育的_______________ 不正常的 _______________短语:对。
有偏见_______________ 一心想要_______________和。
译林版高二英语选修8学案 Unit1 SectionⅡ Word版含解析
Unit 1The written wordPart ⅡGrammar and usage,Task & Project 1.Oliver gets arrested by the police and is taken to court.(Page 9)奥利弗遭到警察逮捕并被送上法庭。
get可用来代替助动词be,与过去分词连用,表达被动行为。
He got mugged on his way home.在回家的路上他被抢劫了。
He go tburnt while putting out the fire.在灭火时他被烧伤了。
They gotcaught in the big rain on their way here.他们在来这儿的路上碰上了大雨。
,1.翻译句子(1)The car got stuck in the snow.________________________________________________________________________ (2)You have no time to get changed.________________________________________________________________________ (3)He got his bike repaired yesterday.________________________________________________________________________ (4)You'll soon get to like the work.________________________________________________________________________ 2.He pities Oliver,takes him home,and tries to reform him.(Page 9)他同情奥利弗,把他带回家,并试图改造他。
2021年高中英语选修8 Unit 1 第一课时学案
选修8 Unit 1 A land of diversity第一课时导学案班级__________ 姓名____________一、单词基础词汇1.n.海峡2.n.手段;方法3.n.(政府的)部;(全体)牧师;牧师的职责4.n.苦难;困苦5.n.百分比;百分率6.n.(人口、贸易的)繁荣vi.处于经济迅速发展时期7.n.飞行器;航空器;飞机8.n.牛(总称)9.n.闸;刹车;制动器vi.& vt.刹(车);用制动器减速10.n.角;角度11.n.权威;权力;(pl.) 当局;官方12.vt.& vi. (shaved; shaved, shaven)刮;剃13.vi.滑动;滑行;滑跤n.滑动;滑倒14.vt.& n.租用;雇用15.vt. & vi.哀悼;悼念;表示悲痛16.vt.& vi.改革;革新n.改革;改造;改良17.vt.& n.抓住;抓紧;掌握;领会18.vt.插入;嵌入19.adj.联邦制的;联邦政府的20.adv.无处;到处都无21.adj.公民的;国内的;民间的22.adj.关切的;体贴的;深思的23.adj.感激的;感谢的拓展词汇24.n.大多数;大半→n.(反义词)少数派;少数民族→adj.主要的v.主修25.n.意大利→n.意大利人;意大利语adj.意大利人的;意大利语的26.n.横渡;横越;十字路口;人行横道→vi.横过27.n.申请人→v.申请→n.申请28.n.海关;关税;进口税→n.风俗;习惯→n.顾客29.n.社会主义者;社会党人adj.社会主义者的→socialism n.社会主义→adj.社会的;社交的30.n.行李→(近义词)n.行李;超重行李31.n. (公车)售票员;列车员;(乐队)指挥→vt.& vi.引导,带领; 指挥32.n.处罚;惩罚→vt.惩罚33.n.正义;公平→adj.公平的;公正的→v.证明……合法,为……辩护34.vt.选择;决定做某事;选举某人→n.选举35.vi.发生;出现→n.事件;发生的事→(过去式/过去分词)36.vt.指出;标示;表明;暗示→n.指示;显示37.adj.清晰的;明显的;明确的→n.差别;区分;卓著38.adj.人种的;种族的→n.种族39.adj.显而易见的;显然的;表面上的→adv.显然地;显而易见地40.adj.迷人的;吸引人的→adj.着迷的;被深深吸引的→vi.入迷vt.使着迷,使神魂颠倒→n.魅力;魔力;入迷三.短语动词及系表结构型1.继续存在;继续生存2.坚持;维持;沿袭(风俗、传统等)3.用线画出范围;标出……界线4.包括;吸收5.申请;请示得到6.悄悄进入,溜进去7.team up与……合作或一起工作8.declare war 向……宣战9.习惯于新的生活方式、工作等10.be thankful sb sth因某事感谢某人介词短语及其他型11.用……办法;借助……12.在十九世纪晚期13.背靠背14.许多;很多单词短语链接15.写出与live有关的短语(1)__________ 继续存在;继续生存(2)__________ 靠做某事为生(3)__________ 达到;不辜负;符合(4)__________ 经历……而幸存(5)__________ 忍受,承受16.写出与means有关的短语(1)__________ 用这种方法(2)__________ 用……办法;借助……(3)__________ 尽一切办法;当然可以17.写出与life有关的短语(1)__________ 习惯于新的生活方式、工作等;谋生(2)__________ 变得活跃起来(3)__________ 使……复生;使……生动(4)__________ 过着……的生活18.写出与keep有关的短语(1)__________ 坚持;维持;沿袭(风俗、传统等)(2)__________ 跟上;赶上(3)__________ 远离(4)__________ 隐瞒(5)__________ 避开;不接近19.写出与take有关的短语(1)__________ 包括;理解;吸收;欺骗;收留(2)__________ 拿走;消除(3)__________ 收回;退回(4)__________ 雇用;呈现(5)__________ 起飞;脱下;(事业)腾飞(6)__________ 拿起;占据;开始从事20.写出与apply有关的短语(1)__________ (向某人)申请;请示得到(2)__________ 适用于;应用于(3)__________ 专心/致力于(做)某事三. 完成句子1.After 15 years in the USA, he has finally made his decision _____ _____ ______(申请) American citizenship. (apply)2.While you are reading an article, _____ _____ _____ _____ (你最好画出) the key words and topic sentences. (mark)3.We _____ _____ _____ _____ (一直依靠) a shoestring since my husband lost his job. (live) 4.—The trade caused me $500 worth of loss.—Pity! You didn't listen to my advice; otherwise, you _____ _____ _____ _____ _____ _____ (不会受骗).(take)5.He is such an illtempered man that on no condition _____ _____ _____ _____ _____ _____ (我和6._____ _____ _____ _____ the temperature will decline sharply in one or two days.据报道,近日气温将明显下降。
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高二英语选修8 Unit 1 A land of diversity 导学案课题:Warming up & Pre-reading 主备:管莉琴学习目标:了解有关美国地理方面的知识I. 课前预习(翻译下列词及短语)1. 与...相比较_________________2. 在...东海岸_______________________3. 山脉____________________4. 说明,阐明__________________5. diversity__________________II. 课堂探究Warming up1. Name the seven continents and four oceans.The seven continents:The four oceans:2.Look at the map of the USA. Work with your group to write on the map the namesof as many of the following as you can. (P.1.)3.How much do you know about the USA?The USA lies in _________________, bordering both the ________ Ocean andthe _______ Ocean, between ________ and ________. There are _____ states inthe US. Forty-eight of them are in the single region, while _______ and _______are not contiguous with any of the other states.Pre-reading1.If you have a chance to go to the USA, where would you prefer to visit, Californiaor Washington DC or other cities? Why?2.About California :California has an area of 411,000 square kilometers. And it is one of the American states of the largest population, with the most developed economy.California is amazing. The pleasant weather, long beach and graceful natural landscape make the tourism prosperous.3.How is each picture relevant to the history of California? ( Look at the three pictures of the text )4.General knowledge quiz about California.(1). California is the ____ largest state in the USA.A. thirdB. secondC. fourthD. Fifth(2). California, a state in the western USA, borders _____.A. the Pacific OceanB. the Indian OceanC. the Atlantic OceanD. the Arctic Ocean(3). _____ is California’s largest and the nation’s second largest city.A.SacramentoB. Los AngelesC. San DiegoD. San Francisco(4). California’s official nickname is the ___.A. Sunflower StateB. Golden StateC. Land of OpportunityD. Evergreen State(5).5. ____ has the largest population in the USA.A.CaliforniaB.AlaskaC. WashingtonD. Texas6. California entered the Union on September 9th 1850, as the ____ state.A. thirtiethB. thirty-eighthC. thirty-secondD. thirty-first Homework: ( Reading training )There are different cultural traditions in the 38th District of California communities: Cambodian, Hmong, Indo-American, Chamorro, and African-American. Individual events focus on each culture.Cambodian people first came to the 38th District when they escaped from being killed by the Khmer Rouge during the 1970s. Cambodian traditions are kept alive in the celebration of the Cambodian New Year in April, which features (以……为特色) native food, religious events, and traditional Cambodian dances, with their costumes and beautiful movements. The Hmong people, who came to the 38th District because of the war in Vietnam, celebrate their New Year in December. Wearing colorful costumes, singing native songs and playing native instruments, the Hmong celebrate New Year by performing ceremonies to honor the dead and the spirits of nature. The tradition of the Indo-Americans in the District is kept through their social, professional and political clubs, and by wearing their traditional dress and performing folk dances from India. The Chamorro people, first from the Mariana Islands and Guam in the Pacific, hold an annual cultural fair in Long Beach; central to the Chamorran tradition is respect for elders, religious beliefs, storytelling, dancing, canoe-making, and the production of tools. Marking the end of slavery, Juneteenth was first celebrated on June 19 in Galveston,Texas, in 1865. Today African-Americans in Long Beach celebrate the holiday with choir (合唱团) performances, African dances and displays of African art products.Individual events also help to combine the many races and nationalities in the 38th District. Kidsday recognizes the outstanding achievements of 100 to 200 Downey youth in academic, athletic and community-based activities. Other 38th District events include the annual Downey Youth Fishing Day and the Anaheim International Festival street fair. The Long Beach Municipal Band is also important to the 38th District and so is Long Beach’s sister city of Sochi, Russia.63. What do we know about Cambodian people in the 38th District?A. They first came there in the 1870s.B. They went there to escape being killed.C. Their New Year is celebrated in JanuaryD. Their life has been impoved by the Khmer Rouge.64. Who moved to the 38th District because of a war?A. The Hmong people.B. The Indo-Americans.C. The African-Americans.D. The Chamorro people.65. According to the text, all the following events help to unite different races EXCEPT _____.A. the Long Beach Municipal BandB. the annual cultural fair in Long BeachC. the annual Downey Youth Fishing DayD. the Anaheim International Festival street fair66. Which of the following is the best title for the text?A Tradition VS Reform B. Cultural shock and national harmonyC. America’s different cultural traditionsD. Different cultural events in the 38th District高二英语选修8 Unit 1 A land of diversity 导学案课题:Reading------ California主备:管莉琴学习目标:了解California不仅是美国人口最多的州,同时也是民族、种族最多、文化最为多元的州。