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 diversity
Period 1 Reading
Teaching goals
Enable the students to talk about things about the USA.
Help the students learn the huge diversity of races and cultures in America, especially in California.
Teaching important and difficult points
Learn the huge diversity of races and cultures in California.
Teaching methods
Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids
A map, a blackboard and a computer
Teaching procedures
Step 1 Warming up.
Ask the students to describe what they learn about the USA.
Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California
Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.
Step 3 Fast reading
Read through the passage and get the main idea.
Reading comprehension.
Ask the students the following questions:
When you look at the title, what so you think of
2) Why is the USA called a melting pot
Step 4 Detail reading
Beside each cultural group , write the period in which they first came to California in large numbers.
Step 5 After reading
Why is California in the 21st century such a multicultural community (Using 3 or 4 sentences to explain. )
Step 6 Homework
Finish “Learning about language〞on page 4.
Period 2 Extensive Reading
Teaching aims: 1. Improve Ss’ ability of reading
2. 德育目的：理解美国多元文化，进一步培育学生跨文化交际意识，为终身学习奠定良好根底。

PART I READING (P8)
Step 1. Fast reading: SB P7 PART 1.
Step 2. Careful reading: Read George’s diary and answer the 5 questions on Page9 PART 2
Step 3. Pay attention to the main words, phrases and sentences(依据学生实际由集体备课确定)
PART II READING TASK(WB P51)
Step 1. Fast reading to find the main topic of each paragraph:
Step 2. T explains some difficult points.(由集体备课确定)
Step 3. Homework ：read the passage fluently and recite some parts.
Period 3 Grammar
Teaching aims
Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. Help the students learn how to use the Noun Clauses.
Teaching important and difficult points
Differ the noun clauses.
Teaching methods
Analysis and have some discussions.
Teaching procedures
Step 1 Preparation
Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.
1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主语从句)
2)The fact that they arrived a long time before Europeans is what matters.
Appositive clause(同位语从句) & Predicative clause(表语从句)
3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句)
Step 2 Discussion
Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive. Step 3 Analysis
1.高考考察热点:
1)名词性从句的语序〔陈述句语序〕；
2)几对重要关联词的区分：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〕依据详细情景选用适当的关联词。

2.依据例句，探讨：
1〕whether\if的区分
I. Please tell me if/whether you will go to the lectures tomorrow.
II. It all depends on whether the sky will clear up.
III. The question is whether the film is well worth seeing.
IV. Whether he will be well tomorrow I’m not sure.
V. Whether it is true remains a problem.
A.引导宾语从句，位于及物动词后
B.引导宾语从句，位于介词后
C.引导宾语从句，放句首
D.引导表语从句，主语从句或同位语从句
whether: A, B, C, D
if: A
2)What\that的区分
I. I think that it is unnecessary for me to speak louder.
II. His mother is satisfied with what he has done.
III. That he was able to come made us happy.
IV. This is what makes us interested.
3〕who\whoever; what\whatever的区分
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.
I. It is a fact that he won the match.
II. It is necessary that we do study the English.
III. It is known to all that light travels in straight lines.
Step 4 Practice
1)Exs.3&4, Students Book P5
2)Make sentences using noun clauses as the subject, object, predicative and appositive.
Step 5 Homework
1. Review what we have learnt today.
2. Translate sentences:
1)自不待言, 英语很重要.(主语从句) 2)玛利认为他会扶植她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句)
4)问题是我们下一步该怎么做.(表语从句)
Period 4 Listening and speaking
Teaching goals
Train their listening and speaking abilities.
eaching important and difficult points
Help the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.
Teaching methods
Pair work and group work, discussion and cooperation
Teaching aids
A recorder, a computer, and a blackboard
Teaching procedures
Step1 Listening
The first time the students listen to the tape they are expected to listen for the gist only. Read Ex1 on page 6 with students so that they know what to listen for and play the recording right through without stopping.
4 Geographic areas of California
Every culture has its own ____music__, ___festivals_____, food and art.
Most interesting. Wish you were here. Give my love to Paula.
George
Tell the students that when they listen to this time they are to focus on what Christie, who is mainly listening, says. Play the tape and stop after each thing that Christie says so that students 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 Speaking
With a partner hold a telephone conversation about a place you have visited recently.
Sit back to back with your partner so you can’t see each ot her.
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, immigration, team up with, mark out, take in, a great many.
Teaching important and difficult points
Improve the students’ reading ability (skimming and scanning).
enable the students to grasp the useful words and expressions.
Teaching methods
Reading, discussion, cooperative learning
Teaching procedures:
Step 1 Lead-in
Look at George’s photos. Then quickly read George’s diary. Write the days he saw these things under the photos.
Read George’s diary more slowly and answer the questions.
Step 2 Language points
Team up with: make an effort in cooperation with; work together with及……协力从事,合作Translate:
He teamed up with an experienced worker in the project.
2.hire 辞退
fire 租,雇佣
1)You are _fired___, because you are so lazy for the work.
理解
4)Don’
Take off 拆开,拆散
Take on 贬低, 贬损声誉等
Take apart 从事,对…..产生爱好,打听,占用空间或时间
Take away from 脱下,脱去,起居,休假,分开
Take up 开始雇佣,露出,承担,承受
Step 3 Pair work and consolidation.
Make sentences with the new words learned in this lesson.
Step 4 Homework
Read the passage again
Prepare for the diction of the useful words and expressions of this unit
3. Prepare for the writing of the next lesson.
Unit 2 Cloning
Period 1 Warming Up, Pre-reading, Reading & Comprehending
Teaching Goals:
1. To arouse Ss’ interest in learning about cloning
2. To learn about the procedure of animal cloning and the life of Dolly the sheep
3. To develop Ss’ some basic reading skills.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse them to want to know about cloning.
Look at the following pictures and have a free talk.
1.Do you know the name of the most famous sheep and how it is different from other sheep Suggested Answer:
Its name is the Dolly sheep. It was cloned while the others were born naturally. It is the copy of another sheep.
2.What is cloning
Suggested Answer:
Cloning is a way of making an exact copy of another animal or plant.
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit through the discussion
To get Ss to look at the pictures and discuss how they differ
Suggested Answer:
The first picture shows “identical dogs〞. The smaller of the two dogs must be a man-made clone of the larger one. The other picture is about human twins. They are identical in sex and appearance and are good examples of natural clones.
Step 3. Pre-reading
Purpose: To arouse S s’ interest in the text and encourage Ss to predict the content of the text.
Get students to discuss what the passage talks about and how they understand the meaning of the title “Cloning : Where is it leading us〞
Ask Ss to talk about the following questions.
(1) What is cloning
(2) How is a clone produced
(3) What’s the function of cloning
(4) What’s the effect of the cloning
Step 4. Fast reading
Purpose: To get Ss to get some useful information.
1. Ask Ss to listen to the text and try to get the main idea of the text.
2. Ask Ss to read the text quickly and answer the following questions.
Suggested Answer: (1) How many female sheep participate in the cloning of a new sheep Three sheep.
Step 5. Intensive reading
做三维设计。

Purpose: To get Ss to get a brief understanding of the text.
2. Ask Ss to choose the right answer according to the text.
3. Ask Ss to read the text again, and then discuss the main idea of each paragraph.
Paragraph 1: What is cloning
Paragraph 2: Cloning has two major uses.
Paragraph 3: The problems of Dolly.
Paragraph 4: The effect of Dolly.
Paragraph 5: It is forbidden to clone human beings.
4. Ask Ss to choose one of the following questions to discuss in groups. The leader of each group should write down every member’s opinion, then the volunteers will show your group work to the whole class:
(1) Do you support the idea of producing human embryos (胚胎) for medical purposes Why
Do you think a cloned human should have human rights Why
(3) Do you think cloned humans will have the same talents as the original ones Why
Step 6. Homework
Ask Ss to surf the Internet to find more information about cloning and prepare to present it to the class in the next class.
Period 2 learning about Language (1)
Teaching Goals:
1. To enable Ss to master key phrases and expressions.
2. To enable Ss to learn how to use these words and expressions.
Teaching Procedures:
Step 1. Language study
Purpose: To train Ss’ listening ability and language capacity.
1. Listen to the text and deal with the language points in pairs.
Match Column A with Column B
2. Ss are divided into small groups and have a discussion. Find out difficult words and expressions and write the words and expressions on a piece of paper.
3. Get Ss to display their papers by projector and tick out the most useful words and expressions.
4. Explain some important sentences for Ss.
(1) It also happens in animals when twins identical in sex and appearance are produced from the same original egg.
(2) Cloning scientists were cast down to find that Dolly`s illnesses were more appropriate to much older animal.
(3) Altogether Dolly lived for six years, half the length of the life of the original sheep.
(4) On the other hand, Dolly` appearance raised a storm of objection and had a great impact on the media and public imagination.
(5) Some countries such as China and the UK continued to accumulate evidence of the abundant medical aid that cloning could provide.
5. Explain some important words for Ss.
Step 2. Consolidation.
Purpose: To consolidate the words and phrases in the text.
Ask Ss to complete the following sentences using suitable words or phrases
2. Ask Ss to finish Ex3 on P13 and check the answers in pairs.
3. Ask Ss to fill in the brackets to complete the passage below. Then let some Ss present their answers.
Step 3. Homework
1. Ask Ss to review the language points in this period.
2. Ask Ss to finish the following exercises.
(2) Ask Ss to u se “raise〞or “rise〞to fill the following blanks:
Period 3 Learning about Language (2)
Teaching Goals:
To get Ss to have knowledge of the grammar point: the apposition and appositive clause..
To enable Ss to know the differences between the attributive clause and the appositive clause. Teaching Procedures:
Step 1. Leading-in
(1) Ask Ss to look at the following sentences and then find out the similarities.
The news that our women’s volleyball team had got the first place made all of us excited.
The fact that our earth is round is known to us.
I have no idea when we’ll set off.
(2) Get Ss to find out all the clauses in the reading text.
Part3 Line 1: The whole scientific world followed the progress of the first successful clone, Dolly the sheep.
Part3 Line 2: The fact that she seemed to develop normally was very encouraging.
Part3 Line 2:Then came the disturbing news that Dolly had become seriously ill.
Part3 Line 6: Altogether Dolly lived for six years, half the length of the life of the original sheep. Step 2. Grammar point
1. 概说
英语里同位语也是一种名词修饰语，单词、短语和从句都可用作同位语，最简洁而又常见的同位语是位于所修饰的先行词之后，用来说明身份、职务、称号等的名词或名词短语。

下面就从同位语的引导方式、同位语的构成来谈谈英语同位语。

2. 同位语的构成
(1) 名词及其短语〔有时有逗号隔开〕
George Bush，the present American president，was the governor of the state of Texas．
(2) 动名词短语〔有逗号隔开〕
He enjoys the exercise，swimming in winter．
(3) 不定式短语〔有时有逗号隔开〕
There is one thing he'll never do—tell lies．
(4) 形容词及其短语〔有逗号隔开〕
He，short and thin，is unfit for the job．
(5) 介词短语〔有时有逗号隔开〕
As the head of the company，he had to explain what had happened．＝He，the head of the company，had to explain what had happened．
(6) 名词性从句〔其前面的先行词一般都带有定冠词the〕。

这样的先行词有fact，news，truth，knowledge，idea，hope，question，problem，assumption等。

例如：
You have yet to answer my question whether you can lend me your bike．
3. 同位语从句和定语从句都放在被修饰词的后边，从形式上来看，它们非常相像。

从以下几个方面来谈它们的区分。

us English reached me yesterday .
Step 3. Practice
Purpose: To get Ss to know how to use the appositive clause
1. Get Ss to fill in conjunctions and tell which sentences are apposition clauses and which are attributive clauses
2. Ask Ss to finish Ex3 on P15 and Ex1 and Ex2 of Using Structures on P56.
3. Divide Ss into some groups to hold a press conference informing the public of cloning and get them to use as many appositive clauses as possible.
Step 4. Homework
1. Ask Ss to make some sentences including an apposition.
2. Ask Ss to find the appositive clauses in the following passage as fast as possible
Period 4 Reading, discussing and writing (Using Language) & Reading task (Workbook) Teaching Goals: To get Ss to learn more about cloning.
To get Ss to think about the development of the cloning.
Teaching Procedures:
Step 1. Reading, discussing and writing (Using Language)
1. Leading-in
Purpose: To lead Ss to the topic and arouse the Ss’ interest in reading.
Ask Ss to discuss the following questions.
(1) Do you like dinosaurs Where have you seen them Can you see them in our real life Why
(2) Do you think it is possible to clone dinosaurs Why
2. Fast reading
Purpose: To get a brief understanding of the text.
(1) Ask Ss to read the text in two minutes and try to get the main idea of the text.
(2) Ask Ss to discuss the following questions and then answer them in pairs.
①Why shouldn’t you clone an extinct animal unless there is enough diversity in the group
②Why is it wrong to clone an extinct animal if it would have to live in a zoo
③Why can’t you clone the DNA of animals that have been extinct longer than 10,000 years
3. Intensive reading
Purpose: To get Ss to have some details in the text.
(1) Ask Ss to read the passage carefully and choose the best answer to complete each sentence. 4. Language point
Ask Ss to go through the text, and find out the following sentences and analyze them.
Step 2. Reading task (Workbook)
1. Leading-in
Divide Ss into groups and ask them to discuss the following questions.
2. Fast reading
(1) Ask Ss to read the text quickly and try to get the main idea of the text.
(2) Ask Ss to answer the following questions.
3. Intensive reading
(1) Arrange a competition according to the following steps.
(2) Ask Ss to red the text again and finish the exercise under the text.
Step 3. Feeding back
1. Ask Ss to ask some questions about the two passages learnt in this class.
2. Ask some Ss to answer the questions first, and then teacher makes a conclusion.
Step 4. Homework
1. Ask Ss to review what has been learned in this period.
2. Ask Ss to preview Listening and speaking (Using Language) and Listening task (Workbook).
Period5 Listening and speaking (1) (Using Language) & Listening task (Workbook)
Teaching Goals:
To develop Ss’ listening ability.
To learn some more information about cloning.
Teaching Procedures:
Step 1. Listening and speaking (1) (Using Language)
1. Leading-in
Purpose: To activate Ss and arouse them to express their opinions.
(1) Ask Ss to discuss the following questions with their partners in groups of four
What is your favorite pet If it dies and it is the only one you like in the world, what can you do
(2) Get Ss to ask each other the questions, and then ask them to present them before the class.
(1) Do you think cloning is cruel to the animals
(2) What problems arise when scientists make an animal cloning
2. Listening
1. Ask Ss to listen to the tape and finish Ex1 of Listening and speaking on P17.
2. Ask Ss to listen to the dialogue, focus on the subjects mentioned in the passage, and then answer the following question.
3. Play the tape again and complete the following form.
Step 2. Listening task (Workbook)
1. Leading-in
Purpose: To help Ss learn about the context of the Listening text.
Divide Ss into four groups and discuss the following questions.
2. Listening
(1) Ask Ss to listen to the dialogue, focus on the subjects mentioned in the passage, and then answer the question.
(2) Ask Ss to listen again and finish Ex1 on P57.
(3) Play the tape for the third time and ask Ss to finish Ex2 and check the answers in pairs.
(4) Play the tape again and ask Ss to retell the dialogue in pairs according to the following form.
1. Ask Ss to continue discussing the topic of cloning with their partners.
2. Ask Ss to get on the line and prepare something for Speaking task (Workbook).
Period 6 Listening and speaking (2) (Using Language) &Writing task (Workbook)
Teaching Goals:
1.To develop Ss’ speaking and writing ability.
2.To enable Ss to use the expression to express their opinions.
3. To learn some information about cloning.
Teaching Procedures:
Step 1. Listening and speaking (2) (Using Language)
Purpose: To encourage Ss to express their personal opinions about animal cloning.
1. Get Ss to prepare a discussion in pairs according to the information in Ex3 on P17～18. (every member should take notes when they are preparing).
2. Get Ss to have the class discussion by using these words and phrases on P18 which may be useful during the discussion
3. Divide Ss into four groups and ask them to discuss how to give a speech
4. Divide Ss into two groups to have a debate.
Topic: Are you for or against cloning
Step 2. Writing task (Workbook)
3. Get Ss to write their articles and exchange their articles and correct the mistakes. They are expected to assess the writing. First , students are supposed to give a general mark with their general impression of the writing. Then they are expected to assess the writing in the three aspects, content language, and organization. Ss have to correct the mistakes or point out the mistakes by underlining the words, phrase or sentences with＂＿＿＿＿＿＂．Students are also expected to underline the beautiful words, phrases o r sentences with “_______〞. After the assessment, the groups will discuss how to correct the mistakes.
4. The writings with the high levels will be shown on the projector so that the whole class can appreciate them.
Step 3. Homework
1. Ask Ss to review what has been learned in this unit.
2. Ask Ss to preview the next unit.
Period 6 Writing
Teaching goals
Enable the students to take an active part in searching for information and discussion.
Enable the student to writ a short group essay about a city, province or zone in China and improve the students’ ability of writing.
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
Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about.
Get the students to discuss their choices with other groups and make sure that each group will be writing about a different place.
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.
Step 2
Get the students to give each person in the group one of the topics from the list to write a paragraph about.
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.
Ask the students to write a clean copy of the whole essay.
Put in maps, pictures, tables or charts where necessary to make it attractive.
Unit 3
The First Period Speaking
Teaching goals 教学目的
1. Target language目的语言：
重点词汇和短语
discovery, application, evaluate, presentation, alternative, messenger, get together, make a case for, add up
2. Ability goals实力目的
Enable the students to talk about information and different.
3. Learning ability goals 学能目的
Help the students learn how to talk about inventions and discoveries.
Teaching important & difficult points教学重难点
How to talk about inventions and discoveries.
Teaching methods教学方法
Discussion.
Teaching aids教具打算
A computer and a projector.
Teaching procedures & ways教学过程及方法
Step I Warming up
Talk about inventions and discoveries.
Show the following.
1. Which o these pictures show inventions Does any of them show discoveries
2. Work out two rules that will help you decide what is a discovery and what is an invention Show the following.
What modern inventions do you know Describe them to your partner and how useful they are in life today.
Step II Talking
Step III SPEAKING TASK (假设时间缺乏，可改为作业)
Step IV Project
Step V Homework
Ask the students to do the following.
1. Search for more information about mobiles on the Internet.
2. Prepare for the listening part on page 26.
The Second Period Grammar
Teaching goals 教学目的
1. Target language目的语言：
重点词汇和短语
committee, bear, jam, mess, expectation, embarrasses, traffic jam, set about, take up
重点句子
So nothing went according to plan and that is why …
The twin sisters are so much alike that …
The weather upset …so much that …
When I watch …, I feel as if …
2. Ability goals实力目的
Enable the students to use the past particles as the attribute, predicative and object complement 3. Learning ability goals 学能目的
Help the students lean how to use the past particles as the attribute, predicative and object complement
Teaching important & difficult points教学重难点
How to use the past particles correctly
Teaching methods教学方法
Task-based method, individual work and practice
Teaching aids教具打算
A computer and a projector, a blackboard
Teaching procedures & ways教学过程及方法
Step I Revision
Check the students’ homework and ask the student to retell the text.
Step II Grammar focus
Ask Ss an array of questions:
What’ the function of the words in bold
What kind of voice do they have Why
What part of speech does each of them have
What’the difference between the structures of the first two sentences Can you rewrite them in attributive clause
Step III Discovering Useful Structure
Step IV Practice 〔Using Structures in Workbook〕
Ask the Ss to look at the pictures on page 65 and try to talk about them using the –ing form and the past participles. (In an asking and answering way.)
If time permits, continue Exercise designed for practice of past participle in workbook.
Step V Homework
Ask the students to do the followings.
1. Finish the Exercise in work book and supplement material on grammar
2. Preview the reading materials in Using Language
TheThird Extensive Reading
Teaching goals 教学目的
1. Target language目的语言：
重点词汇和短语
forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beaten track, dive into, set out (to do), in truth
重点句子
He found that by pressing his lips against …
He designed a machine that …
Although he will always be known for …, he was …
He realized that by understanding how …
2. Ability goals实力目的
Enable the Ss to learn about the famous inventor Alexander Graham Bell and his inventions.
3. Learning ability goals 学能目的
Help the Ss learn how the famous inventor Alexander Graham Bell invented telephones Teaching important & difficult points教学重难点
How the famous inventor Alexander Graham Bell invented telephones
Teaching methods教学方法
Task-based method, listening and reading
Teaching aids教具打算
A computer and a projector, a recorder
Teaching procedures & ways教学过程及方法
Step I Revision and Lead-in
Check the homework. Get the Ss to put the following sentences into English.
Step II Pre-reading
Step III Listening & Reading
Ask the Ss to listen to the recording and try to answer the questions.
Step IV Reading Task
Do you know about the world famous painting “Mona Lisa〞
Sure. The woman is very attractive especially with her perfect smile!
Do you know who painted the great picture
Yes. His name is Leonardo da Vinci, a great Italian artist.
Do you think Leoanrdo da Vinci is really a good painter What else do yo know he is famous for Then ask the Ss to do exercise 1 and exercise 2
Ask the Ss to do Exercise 3, that is, having a discussion
Step V Reading Task
Ask Ss to write a short article to introduce Da Vinci
Finish Exercises in Best English.
The Four Period Writing
Teaching goals 教学目的
1. Target language目的语言：
重点词汇和短语
Assistant, grateful, version, debate, conclusion, reaction, leave out, attract attention, water container
重点句子
I would like to apply to become…
I would be grateful if you could…
If that is the case, you must discuss which…
2. Ability goals实力目的
Enable the Ss to write a successful letter to apply for a job
3. Learning ability goals 学能目的
Help Ss learn how to write an application letter for a certain job
Teaching important & difficult points教学重难点
How to write an application letter
Teaching methods教学方法
Task-based method, Teaching aids教具打算
A computer and a projector
Teaching procedures & ways教学过程及方法
Step I Revision and Lead-in
Check the homework. Ask some Ss to show their work.
Step II Pre-Writing
StepⅢ Writing
T: Next, please write a letter to apply for the job as an assistant, please read the instructions in the writing part on page 27 first.
Step ⅣWriting Task (page 68)
T: look at the writing task on page 68, read the instructions and write an entry for an encyclopedia. Leaving it for homework.
Step Ⅴ Homework
Ask the Ss to complete the writing task in workbook.
Ask the Ss to summarize what they have learned in this unit and prepare for the next unit.
Unit4 The First Period Speaking
Teaching goals 教学目的
1. Target language目的语言：
重点词汇和短语
adaptation, plot, professor, Pygmalion
2. Ability goals实力目的
Enable the students to talk about the Greek story Pygmalion
3. Learning ability goals 学能目的
Help the students learn how to talk about the Greek story Pygmalion
Teaching important & difficult points教学重难点
Help the students learn how to talk about the Greek story Pygmalion and tell the similarities and differences between the story and the play Pygmalion。