人教版高中英语选修8教案

人教版高中英语选修8教案
Unit 1 A land of diversity
教学内容分析：
本单元主要围绕了具有多元文化的美国这一主题展开，其中重点介绍了佳利福尼亚州的多元文化特征。

本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。

本单元所涉及的要点：
通过了解美国的多元文化特征，培养学生跨文化交际意识；通过对加州移民的深入了解，使学生认识到“美国是民族的熔炉”；掌握本单元教学目的和要求中词汇的用法；掌握在书面表达中如何使用“方向和位置”来介绍一个地方和描述一个事件，以及鼓励别人说话的方法；掌握名词性从句的具体用法。

Period 1 Reading
Teaching goals
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.
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.
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 the names of as many of the following as you can. Compare your names with other groups. Step 2 Pre-reading 1. 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 each picture is bo ut but how each one relates to California. Step 3 Fast reading
1. 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 landsca pe 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 gradu ally get mixed together. 3. Beside each date note down an important event in Californian historyte p 5 After reading
Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences t o explain. ) Step 6 Homework
Finish “Learning about language” on page 4.
Period 2 Language points
Teaching aims:
1. Learn expressions and phrases.
2. Learn language points.
Teaching important points: Language points
Teaching methods:
Presentation and practice
Teaching procedures Step 1 Revision Retell the passage Step 2 phrasesStep 3 Language points 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。

All possible means have been tried. = Every possible means has been tried. by means of : by usin g 依靠，凭借 2.occur: come into sb’s mind (想起，想到) happen, take place(发生) 1)When did the accident occur?发生
2)A good idea occurred to me all at once.想到 3.multi-前缀，是“多，多方面，多方向”的意思思维拓展：
mono-前缀：one, single 单
eg: a monolingual dictionary(单语词典) bi-前缀：two, twice, double双
eg: a bilingual dictionary(双语词典) 4.Declare v.宣告，声称，宣称，申报 translate the following sentences 1) War was declared on the enemy. 2) She declared that she knew nothing about it. 3) Have you anything to declare. 5.Keep up:保持,坚持,持续
1)The manager asked the workers to keep up the work. 2)The rain kept up for two days and th
e roads were floaded. Step 4 Exercises: translation 1.我就是想不起他的名字.(occur) His name just didn’t occur to me. 2.他宣称他是正确的.(declare) He declared that he was right.
3.鼓起勇气,成功就属于你.(keep up)
Keep up your courage, and success will be yours.
4.他虽然不会说话,但能通过手势让别人知道他的意思.(by means of) He couldn’t speak, but made himself understood by means of signs. Step 5 Homework
Review the language points. Period 3 Grammar
Teaching aims
1. Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. 2 . 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 discussionTeaching 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 imp ortant. 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 cla use(宾语从句) Step 2 Discussion
Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive. 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 s ky 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 dones
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 imp ortant. 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 cla use(宾语从句) Step 2 Discussion
Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive. 名词性从句特征主语从句宾语从句表语从句同位语从句
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 s ky 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.
V. The reason was that Tod had never seen the million-pound note before3）who\whoever; what\whatever的区别
I. The spoken English competition is coming. Who will attend the meeting hasn’t been decided yet .
II. I believe whoever takes part in the competition will try his best. III. Can you tell me what you would like to order? IV. Whatever happens, don’t be surprised.
V. All the food here is delicious. Just order whatever you like. 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 Ho mework
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.
Teaching important and difficult points
Help the students to talk about position, space and direction and illustrate ways that listeners indic ate 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
1. 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 throu gh without stopping.
4 Geographic areas of California 2 Where George’s tour started
3 California not as George expected 1 Where George is now 5 Californian people
2. 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 neces sary and then check answers by playing the tape again and stopping when the missing details are g iven
3.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 can write down her words according to the chart on page 7.
4.Get the students to compare their answers with their partners and check the answers. Step 2 Spea king
With a partner hold a telephone conversation about a place you have visited recently.
1. Sit back to back with your partner so you can’t see each other.
2. 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. Swap roles. 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, immigra tion, team up with, mark out, take in, a great many.
Teaching important and difficult points
1. Improve the students’ reading ability (skimming and scanning).
2. enable the students to grasp t he useful words and expressions.
Teaching methods
Reading, discussion, cooperative learning
Teaching procedures: Step 1 Lead-in
1. Look at George’s photos. Then quickly read George’s diary. Write the days he saw these things under the photos.
2. 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? . Why did George hire a car? Wh y do you think he joined up with Terri and Peter? 4. Name three things that visitors can do in Chin atown. 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 hi s diary? Step 2 Language points
1. 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. 2) I must ____hire_ a house when find ing a job in the city.
Step 3 Pair work and consolidation.
Make sentences with the new words learned in this lesson. Step 4 Homework
1. Read the passage again
2. Prepare for the diction of the useful words and expressions of this unit
3. Prepare for the writin
g of the next lesson
Period 6 Writing
Teaching goals
1． Enable the students to take an active part in searching for information and discussion.
2． Enable the student to writ a short group essay about a city, province or zone in China and improve the students’ ability of writing. 3． Enable the students to share their essays with other groups.
Teaching important and difficult points
How to organize and write a short essay about a city, province or zone. Teaching methods Research, cooperative learning
Teaching aids
A computer or some pictures
Teaching procedures: Step 1 Discussion
1. Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about.
2. Get the students to discuss their choices with other groups and make sure that each group will be writing about a different place.
3. Once the students have decided on a place, ask them to discuss what topics they will write about and in what order they will write about them. Here are some examples of topics.
Step 2
1. Get the students to give each person in the group one of the topics from the list to write a paragraph about.
2. when everyone has finished, ask the students to read the paragraphs aloud in the correct order, making suggestions for improving each others’ writing and check each others’ spelling, punctuatio n and grammar.
3. Get the students to decide what they want to write in concluding paragraph. It should make a common on the future development of this place.
4. Ask the students to write a clean copy of the whole essay.
5. Put in maps, pictures, tables or charts where necessary to make it attractive. Step 3 Sharing Make a wall display or a class booklet containing the essays from every group.
Unit 2 Cloning
The First Period
Warming Up, Pre-reading and Reading
Step I Lead-in
This topic is difficult for students. So teacher should help the students learn more about it. Do this in the way of asking and answering questions.
ask the students several questions:
1. Do you want to be cloned or not? Why?
2. If you are the judge what will you do?
3. Can you tell me the advantages of cloning?
4. And what is the disadvantage?
Discussion
In this part the students will discuss the relationship between the development of technology and social customs.
Step II Pre-reading
Before class, ask the students to search for some information about this topic. Now show your qu estions on the screen, and then let them discuss with each other.
T: Now please work in pairs and discuss about cloning. Then list the questions you want to find o ut. Share your list with your partner. Ss: Yes, sir / madam. Questions about cloning: 1. What is a cl one? 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?
Step III While- reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the stude nts form a good habit of reading.
T: Have you not the answers of your questions? Now please skim the passage fast to obtain a gen eral understanding of 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 ha s two major uses.
Step IV Post-reading
Ask the students to read the passage again to finish three tasks.
Explanation
T: Now lets deal with some language points. Turn to page 11. Let’s look at the sentence: It is a way of making an exact copy of another animal and plant. 全句汉语意思:它是一种精确复制另一个动物或植物的方式。

Here a way of means a manner of 一种……的方式。

T: Turn to page 12. Look at the 8th line. Dolly’s appearance raised a storm of objections and had a great impact on the media and public imaginat ion. In this sentence, raise means lead. (引起/导致)。

全句意思是：多利的出现引起一场反对风暴，并且对媒体和公众思想产生了很大的冲击。

T: Turn to page 12. Look at the sentence: However, scientists still wonder whether cloning will h elp or harm us and where it is leading us. “whether cloning will help or harm us”, “where it is leading us” is the objects of the word “wonder”全句意思是：科学家一直致力于研究克隆到底会有助于我们还是会伤害我们，它们将我们引向何方。

Step V Homework
Ask the students to do the following. 1. Complete the exercises on page 13. 2. Recite the key sent ences in the text.
Unit 2 Cloning
V ocabulary and Useful ExpressionsContents: 1. differ v.
1) “To be dissimilar or unlike in nature, quality, amount, or form”
eg：Ambition differs from greed.
2) “To be of a different opinion; disagree”
eg：The critic differed with the author on several facts.
2. exact adj. “Strictly and completely in accord with fact; not deviating from truth or reality” eg：an exact account; an exact replica; your exact words.
3. commercial adj. 1) “Of or relating to commerce” 2) “Engaged in commerce’
Eg
a commercial loan; a commercial attach
é; a commercial trucker. 4. straightforward adj. 1) “honest’ 2) “easy to understand”
eg: a ~ explanation; written in ~ language; a ~ problem in algebra 5. procedure n.
1) ‘A manner of proceeding; a way of performing or effecting something’
2) “A series of steps taken to accomplish an end” 6. undertake v.
1) “To take upon oneself; decide or agree to do” eg：undertake a task.
2) “To pledge or commit (oneself) to’
eg：undertake oneself to care for an elderly relative. 7. breakthrough n.
1) “An act of overcoming or penetrating an obstacle or restriction.” 2) ‘A military offensive that penetrates an enemy's lines of defense’ eg: a ~ in cancer research
8. disturb v. “break the quiet, calm and peace’
eg: She opened the door quietly so as not to disturb the sleeping boy. Don’t ~ the papers on my desk. 9. arbitrary adj.
1) “Determined by chance, whim, or impulse, and not by necessity, reason”
eg：stopped at the first motel we passed, an arbitrary choice; arbitrary division of the group into halves.
2) “Based on or subject to individual judgment or preference”
eg：The diet imposes overall calorie limits, but daily menus are arbitrary. 10. altogether adv. 1) “Entirely; completely; utterly”
eg：lost the TV picture altogether; an altogether new approach. 2) “With all included or counted; all t old”
eg：There were altogether 20 people at the dinner
Unit 2 Cloning
Listening, Speaking and Writing
Step1.Revision
1. Greetings
2. Check the homework and ask the Ss to speak out their opinion about the medical cloning Step 2 Listening 1. Pre-listening
Work in groups to discuss how we should behave towards the human clones.
“Before human clones become part of our life, perhaps we should spend some time thinking ab out how we should behave towards them. Now, work in groups to discuss the following questions.
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 donors? 2 While Listening (P54)
3 Listening task (p57)
First asks the Ss to read these sentences and then listen to the tape and decide if they are facts or opinions.
Play the recording and check the answers with the class。

S
tep 3 Speaking task
“Just now, we learned how to organize a debate, now it’s our turn to continue the debate. The to pic of our debate is “should we clone?” Now choose the team you agree with.” Divide the whole c lass into four groups, two agree and two disagree.
Organize main ideas that support your point of view List your own idea Make a conclusion Show
the following
Step 4 Writing
Imagine that you are the reporter on a local newspaper and you have been asked to write an articl on this debate. To do this you must mention both sides of the argument. Remember to make a larg e main heading and then a small heading below it. Write around 250 words. Organize your writing in this way:
Paragraph1: the topic of the debate and who won Paragraph2: the ideas of the winning side Parag raph3: the ideas of the other side
Paragraph4: conclusion and your reaction to the debate, together with any idea you feel they left out.
Unit 3 Inventors and Inventions
Warming Up Pre-reading, Reading
Teaching Procedures: Step 1. Warming Up
Purpose: To arouse Ss’ interest in learning about the difference between a discovery and an invention
Get Ss t to guess what the invention is or who the inventor is in groups Question 1:
It`s made of plastics and metal. It looks like a small box.
The invention can contact someone while you are on the move. Suggested Answer: Mobile phon e. Question 2:
The inventor is from America. He is one of the father of inventions. The inventor invented the bu lb. Suggested Answer: Edison2. Get Ss to tell as many the inventions they know as possible in gro ups.
3. Ask Ss to look at the pictures on P19 and answer the following questions. (1) Which of the pict ures is an invention? (2) Which of the pictures is a discovery?
4. Get Ss to discuss the difference between the inventions and a discovery and give a definition o
f them and give some examples of each category.Suggested Answer:
An invention is something produced for the first time through the use of imagination or ingeniou s thinking and experimentation.
A discovery merely makes known something that already exists in nature. Step 2. Pre-reading Purpose : To get Ss to be aware of the connection between inventing and the scientific process. 1. Let Ss work in pairs and decided what the first and most important stage is to make an invention.
2. Ask Ss to finish the exercise of Pre-reading on P19 and then check the answer in pairs.
Step 3. Leading-in
Purpose: Arouse Ss’ interest in the text and encourage Ss to imagine the content of the text. Ask Ss to predict in pairs the content of the text based on the title and pictures. Step 4. Fast reading Purpose: To get Ss to have a brief understanding of the text
1. Ask Ss to read the text quickly and try to get the main idea of the whole text. Suggested Answe r:
The text narrates the problem of the snakes and presents the procedures of catching them and a
pplying for a patent
2. Get Ss to divide the passage and work out the main idea for each part. Part I (Para 1): The d iscovery of the problem of the snakes.
Part II (Para 2～3): The research on the approaches to solve the problem. Part III (Para 4～6): The attempts to catch the snakes. Part IV (Para 7～8): The requirement of getting a patent. Step 5. Intensive reading
1. Ask Ss to read the text carefully and find out which paragraph or paragraphs deal with each in venting process in the passage and find the examples:
2. Ask Ss to work in pairs and try to tell which of the following statements are true and which are false.
(1) When the writer called up her mother in the country on the phone she was very excited. (2) T he writer felt very proud that she had a chance to distinguish herself by inventing
something that would catch snakes but not harm them. (3) The first thing the writer tried to do w as to catch the snakes. (4) The writer decided to remove the snakes` habitat.
(5) The writer used an ice-maker、a bowl、some jelly、ice-cubes、a bucket and a net to catch the snakes.
(6) After three attempts, the writer finally caught the snakes and sent them into the wild. (7) The writer himself decided to send her invention to the patent office to get recognition for
her successful idea.
(8) The criteria are so strict that it is difficult for new ideas to be accepted unless they are truly novel and are really different from everybody else`s.
3. Ask Ss to take the quiz below and see whether Ss can grasp the details of the text. (1) Why did the writer do so much trap the snakes but not hurt them ? A. Because she wanted to eat the snak es. B. Because she planned to apply for a patent.
C. Because she obeyed her parents and wanted to test her new idea.
D. Because they were poison ous snakes.
(2) The writer set about researching the habits of snakes in order to________ A. know how to drive them off. kill them in the easiest way. C. trap them in the easiest way. D. get on well with snakes.
(3) The writer placed a frozen bowl over the snakes` habitats because______. A. The snakes were small.
B. She knew the snakes were cold-blooded animals.
C. She didn`t want to be bitten.
D. She wanted to make the snakes passive and caught them easily. (4) Which statement is true according to the text?
A. The writer decided to send her invention to the patent office the moment she succeeded catching the snakes.
B. The snakes were still as active as before in the first attempt.
C. The writer could make a lot of money if she succeed.
D. If an application for your product proves to be valid, you can get a patent immediately.
Step 7. Homework
1. Ask Ss to go over the reading text.
2. Ask Ss to preview Learning about Language.
Unit 3 Inventors and Inventions V ocabulary and Useful Expressions
Teaching Procedures: Step 1. Language study
Purpose: To train Ss’ listening ability and language capacity. 1. Ask Ss to read the text and match Column A with Column B.
2. Ss are divided into small groups and have a discussion. Find out difficult words and expressions and write the words and expressions found on a piece of paper.
3. Get students to display their papers by projector, and tick out the most useful words and expressions.
4．Explain some important sentences
(1) Here was a chance for me to distinguish myself by inventing something that would catch snakes but not harm them.
(2) The first thing I tried to do was to see if there were Products that might help me, but there only seemed to be powders designed to kill snakes..
(3) Only after you have had that recognition can you say that you are truly an inventor. (4) The cr iteria are so strict that it is difficult for new ideas to be accepted unless they are
truly novel
(5) Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else`s.
5. Explain some important points
(1) call up : ring up打电话，使…回忆起
call back召唤某人回来；再访；回电话 call for 需要，要求，接（人或物） call in 邀请；请来 call on 拜访（人）；call at 拜访（某地） call off 取消
Ask Ss to use the above phrases to fill in the following blanks: ① Let’s go to the meeting together ,and I’ll ______you.
A. call on
B. call at
C. call up
D. call for ② The football match was ________ on account o f the weather. A. call back B. call off C. call in D. call for ③ As soon as he got home, he__ ______ Mr. Wang. A. call on B. call at C. call up D. call for ④ The old photo_________ me mories of his childhood. A. call in B. call at C. call up D. call for Suggested Answers:
① A ②
B ③
C ④ C (2) now and then :sometimes; at times; from time to time; once a while时而；不时
I see films now and then, but not often. I like to go on a trip now and then.(3) distinguish vt. & vi .
①辨别；辨认
In spite of the haze he can distinguish the hill fairly. ②（常与from, between连用）区别；区分你能区分那两个物体吗？
Can you distinguish between those two objects
应当教育孩子分辨好坏。

Children should be taught to distinguish right from wrong distinguish oneself ③使杰出；使显出特色这个人因智慧而扬名。

The man distinguish himself by his wisdom
(4) sleepy 指具有“瞌睡的”，“困乏的”，“贪睡的”，一般用作表语
sleep 睡着的，入睡的，一般放在名词前用作定语，强调睡着不动的状态，可能睡着了，也可能没有。

Asleep 睡着的，睡熟的该词的意思是fall asleep,表示入睡，表示睡着的状态，
一般用作表语，有时也可作补语。

Ask Ss to use the above phrases to fill in the following blanks: ① He was fast ________that I co uldn`t wake him up. ② The _______ man is like the dead.
③ The child was so ______; his head was noddingtep
Step3. Homework
1. Ask Ss to review all the language points in this period.
2. Ask Ss to preview the next period.
Unit 3 Inventors and Inventions Listening , Speaking and Writing
Teaching Procedures:
Step 1. Listening and speaking (2) (Using Language)
1. Do some preparations for Writing. Teacher may say, “Do you remember the expressions relate
d to making telephone?”
3. Get Ss to form groups of three to practise speaking. One is a receptionist, another an engineer, and the third a student.
situation: A student wants to apply for a job in James Dyson`s company. So he brings up one of e ngineers to ask what kind of person he needs and the engineer answers the questions honestly Step 2. Writing (Using Language)
1. Ask Ss to discuss the following question in groups of four.
Suppose you are going to apply for a job in a company, what skills will you tell the interviewer to qualify you?2. Get Ss to write to James Dyson and begin the letter with the address and the date.
The beginning and the ending of the letter: .
Get Ss to know what they should pay attention to. (1)Use the list of skills to make new paragrap hs in your letter.
(2) For each skill set down any experience you have had, which shows that you are a suitable per son. You may be creative in this part of the letter. (3) Finish the letter by mentioning again the skill s that you have. (4) End the letter.
4. Get Ss to write the letter and exchange their articles and correct the mistakes.
5. The writings with the high levels will be shown on the projector so that the whole class can ap preciate them.
Step 3. Homework1. Ask Ss to sum up what has been learned in this unit. 2. Ask Ss to preview t he next unit.
Unit 3 Inventors and Inventions Grammar and Useful Structures
Teaching Procedures: Step 1. Presentation
Introduce information about some inventions and discoveries using sentences in passive participl e. Guide Ss to say the words which are highlighted .Show some related pictures. 1.This is the telep hone designed in the early time.
2.Stephenson’s“Rocket” was the engine designed for the railways by George Stephenson
3. The structure of DNA was a discovery of Francis Crick and James Watson published in 1953.
4. The c。