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試題

選修8Unit1Alandofdiversity

Period1Reading

Teachinggoals

EnablethestudentstotalkaboutthingsabouttheUSA.

HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyin

California.

Teachingimportantanddifficultpoints

LearnthehugediversityofracesandculturesinCalifornia.

Teachingmethods

Fastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.

Teachingaids

Amap,ablackboardandacomputer

Teachingprocedures

Step1Warmingup.

AskthestudentstodescribewhattheylearnabouttheUSA.

Groupwork:lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmany

ofthefollowingasyoucan.Compareyournameswithothergroups.

Step2Pre-reading

AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,

historyetc.WhatdoyoulearnaboutCalifornia?

Showthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisabout

buthoweachonerelatestoCalifornia.

Step3Fastreading

Readthroughthepassageandgetthemainidea.

Readingcomprehension.

Askthestudentsthefollowingquestions:

Whenyoulookatthetitle,whatsoyouthinkof?

Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,in

landscapeandattitude.

2)WhyistheUSAcalledameltingpot?

TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soit

isaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether.

BesideeachdatenotedownanimportanteventinCalifornianhistory.

Step4Detailreading

Besideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlarge

numbers.

CulturalgroupsPeriodsCulturalgroupsPeriods

Russiansearly1800sJapaneseEarly1900s

ChineseLate1840s/early1850sCambodiansFromaboutthe1970s

Africans1800sKoreansFromaboutthe1970

ItaliansLate1800sDanish1911

Jewish1920sPakistanisFromaboutthe1970s

Step5Afterreading

WhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?(Using3or4

sentencestoexplain.)

Step6Homework

Finish“Learningaboutlanguage“onpage4.

Period2ExtensiveReading

Teachingaims:1.ImproveSs'abilityofreading

2.德育目標(biāo)：了解美國(guó)多元文化，進(jìn)一步培養(yǎng)學(xué)生跨文化交際意識(shí)，為終身學(xué)習(xí)奠定良好

基礎(chǔ)。

PARTIREADING(P8)

Step1.Fastreading:SBP7PART1.

Step2.Carefulreading:ReadGeorge'sdiaryandanswerthe5questionsonPage9PART2

Step3.Payattentiontothemainwords,phrasesandsentences(根據(jù)學(xué)生實(shí)際由集體備課確定)

PARTIIREADINGTASK(WBP51)

Step1.Fastreadingtofindthemaintopicofeachparagraph:

Step2.Texplainssomedifficultpoints.(由集體備課確定)

Step3.Homework：readthepassagefluentlyandrecitesomeparts.

Period3Grammar

Teachingaims

EnablethestudentstousetheNounClausesasthesubject,object,predicativeandoppositive.

HelpthestudentslearnhowtousetheNounClauses.

Teachingimportantanddifficultpoints

Differthenounclauses.

Teachingmethods

Analysisandhavesomediscussions.

Teachingprocedures

Step1Preparation

Askthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesof

nounclausestheyarc.

1）WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnot

important.Subjectclause（主語(yǔ)從句）

2）ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.

Appositiveclause（同位語(yǔ)從句）&Predicativeclause（表語(yǔ)從句）

3）1believethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Object

clause（賓語(yǔ)從句）

Step2Discussion

AskthestudentstodiffertheNounClausesasthesubject,object,predicativeandoppositive.

名詞性從句特征

主語(yǔ)從句

賓語(yǔ)從句

表語(yǔ)從句

同位語(yǔ)從句

Step3Analysis

1.高考考查熱點(diǎn)：

1）名詞性從句的語(yǔ)序（陳述句語(yǔ)序）；

2）兒對(duì)重要關(guān)聯(lián)詞的區(qū)別：whether\if,what\that,what\whatever,who\whoever,etc;

3）it用作形式主語(yǔ)或形式賓語(yǔ)代替主語(yǔ)從句或賓語(yǔ)從句；

4）根據(jù)具體情景選用適當(dāng)?shù)年P(guān)聯(lián)詞。

2.根據(jù)例句，討論：

1）whether\if的區(qū)別

I.Pleasetellmeif/whetheryouwillgotothelecturestomorrow.

II.Italldependsonwhethertheskywillclearup.

III.Thequestioniswhetherthefilmiswellworthseeing.

IV.WhetherhewillbewelltomorrowI'mnotsure.

V.Whetheritistrueremainsaproblem.

A.引導(dǎo)賓語(yǔ)從句，位于及物動(dòng)詞后

B.引導(dǎo)賓語(yǔ)從句，位于介詞后

C.引導(dǎo)賓語(yǔ)從句，放句首

D.引導(dǎo)表語(yǔ)從句，主語(yǔ)從句或同位語(yǔ)從句

whether:A,B,C,D

if:A

2）What\that的區(qū)別

I.Ithinkthatitisunnecessaryformetospeaklouder.

ILHismotherissatisfiedwithwhathehasdone.

III.Thathewasabletocomemadeushappy.

IV.Thisiswhatmakesusinterested.

V.ThereasonwasthatTodhadneverseenthemillion-poundnotebefore.

所引導(dǎo)的從句中是否缺主語(yǔ)、表語(yǔ)或漢語(yǔ)意義能否省略

賓語(yǔ)

What缺什么；所……的東西、事否

情

that不缺無(wú)意義賓語(yǔ)從句中能省

略

3）who\whoever;what\whatever的區(qū)別

I.ThespokenEnglishcompetitioniscoming.Whowillattendthemeetinghasn'tbeendecided

yet.

II.Ibelievewhoevertakespartinthecompetitionwilltryhisbest.

III.Canyoutellmewhatyouwouldliketoorder?

IV.Whateverhappens,don'tbesurprised.

V.Allthefoodhereisdelicious.Justorderwhateveryoulike.

名詞性從句讓步狀語(yǔ)從句

Who表示“誰(shuí)”/

Whoever表示“…的任何人”表“不論誰(shuí)”

What表“什么，所…的東西、事情”/

Whatever表“…的任何東西”表''無(wú)論什么”

4）常見(jiàn)的it作形式主語(yǔ)的結(jié)構(gòu)

I.Itisafactthathewonthematch.

ILItisnecessarythatwedostudytheEnglish.

III.Itisknowntoallthatlighttravelsinstraightlines.

IV.Itseemedthathewouldcomehere.

基本句型結(jié)構(gòu)常用詞語(yǔ)

Itis+名詞+that從句Itisafact/ashame/apity/nowonder/goodnews/...that...

Itis+形容詞+that從句Itisnecessary/strange/important/possible/likely/…that…這類主

語(yǔ)從句中,謂語(yǔ)動(dòng)詞常為（should）+動(dòng)詞原形

Itis+過(guò)去分詞+that從句Itissaid/reported/decided/known/...that...

It+不及物動(dòng)詞+that從句Itseemed/happened/doesn\matter/hasturnedout/...that...

Step4Practice

l）Exs.3&4,StudentsBookP5

2）Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.

Step5Homework

1.Reviewwhatwehavelearnttoday.

2.Translatesentences:

1）顯而易見(jiàn)，英語(yǔ)很重要.（主語(yǔ)從句）2）瑪利認(rèn)為他會(huì)幫助她.（賓語(yǔ)從句）

3）我從來(lái)未到過(guò)那兒這事實(shí)是真的.（同位語(yǔ)從句）

4）問(wèn)題是我們下一步該怎么做.（表語(yǔ)從句）

Period4Listeningandspeaking

Teachinggoals

Traintheirlisteningandspeakingabilities.

cachingimportantanddifficultpoints

Helpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlisteners

indicatethattheyarelisteningtothespeaker.

Teachingmethods

Pairworkandgroupwork,discussionandcooperation

Teachingaids

Arecorder,acomputer,andablackboard

Teachingprocedures

StcplListening

Thefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly.ReadExl

onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthrough

withoutstopping.

4GeographicareasofCalifornia

2WhereGeorge'stourstarted

3CalifornianotasGeorgeexpected

1WhereGeorgeisnow

5Californianpeople

Readthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation.Then

playthetaperightthroughwhilestudentslistenforthemissingdetails.Playittwiceifnecessary

andthencheckanswersbyplayingthetapeagainandstoppingwhenthemissingdetailsaregiven.

DearSam,

I'mhereinJoshuaTreeNationalPark,inthe___southeastem_

partofCalifornia.Havebeentravelingaroundthestateof

_California___forthreeweeksnow.Verydifferentfromwhat

Ihaveseenin___Americanmovies.Noteveryoneis__rich_

andnoteveryonelivesnearthe_beach.Firsttraveled

southeastthroughrichfarmlandthentothecentralpart.

Theygroweverythinghereincluding_cotton,nuts,vegetables

andfruit.Cattletoo.Thentraveledfurthersoutheastinto

mountainsand____desert.Californiansareveryfriendly,

andtheyarefrommanydifferent___racesandcultures.

Everyculturehasitsownmusic_,___festivals,foodandart.

Mostinteresting.Wishyouwerehere.GivemylovetoPaula.

George

TellthestudentsthatwhentheylistentothistimetheyaretofocusonwhatChristie,whois

mainlylistening,says.PlaythetapeandstopaftereachthingthatChristiesayssothatstudents

canwritedownherwordsaccordingtothechartonpage7.

Christie'squestionsThatisinteresting.

Whereareyou?Cool.

Whereisthat?YouwatchtoomanyAmericanmovies.

Whatareyoudoingdownthere?Thatisinteresting.

Howisthetripbeen?IwishIcouldseeitformyself.

Whatisitreallylike?Thatdoesn'tsurpriseme.

Suchas?Oh,Isee.

Hispanic?Soundsgreat

4.Getthestudentstocomparetheiranswerswiththeirpartnersandchecktheanswers.

Step2Speaking

Withapartnerholdatelephoneconversationaboutaplaceyouhavevisitedrecently.

Sitbacktobackwithyourpartnersoyoucan'tseeeachother.

PartnerA:Talkaboutwheretheplaceis,whattheclimateislike,whatyouthoughtaboutthe

people,andanyotherinterestingthingsyousawordid.

PartnerB:Encourageyourpartnertotalkbyaskingquestionsandmakingcomments.

3.Swaproles.PartnerBtellsPartnerAabouthis\hervisit.

Step3Homework

Writeashortpassageabouttheplacetheyhavevisitedrecently.

Period5UsingLanguage

Teachinggoals

Targetlanguage

Usefulwordsandexpressions:luggage,tram,apparently,slip,bakery,ferry,hire,seagull,

immigration,teamupwith,markout,takein,agreatmany.

Teachingimportantanddifficultpoints

Improvethestudents5readingability(skimmingandscanning).

enablethestudentstograsptheusefulwordsandexpressions.

Teachingmethods

Reading,discussion,cooperativelearning

Teachingprocedures:

Step1Lead-in

LookatGeorgeJsphotos.ThenquicklyreadGeorge*sdiary.Writethedayshesawthesethings

underthephotos.

ReadGeorge,sdiarymoreslowlyandanswerthequestions.

l.WhydidAndrewHallidieinventthecablecarsystem?

2.WheredidGeorgeeatlunchonhisfirstdayinSanFrancisco?

3.WhydidGeorgehireacar?WhydoyouthinkhejoinedupwithTerriandPeter?

4.NamethreethingsthatvisitorscandoinChinatown.

5.WhatisAlcatrazIslandfamousfor?

3.ReadGeorge?sdiaryagain.Putthemark"“intheplaceswhereGeorgehasleftoutsome

words.Discusswithothersinyourclass:WhydidGeorgeleaveoutsomewordswhenhewrote

hisdiary?

Step2Languagepoints

Teamupwith:makeaneffortincooperationwith;worktogetherwith與...協(xié)力從事，合作

Translate:

Heteamedupwithanexperiencedworkerintheproject.

租，雇傭

l)Youarefired___,becauseyouaresolazyforthework.

2)Imusthire_ahousewhenfindingajobinthecity.

3.takein接受，接納，接待

Takein

改?。ㄒ路?/p>

包含，包括

Hehadnowheretolivein,sowetookhii

2)Thedressneedstobetakenin.改小(

3)Theylistenedtomylecture,buthowmuchdidtheytakein,Iwonder?理解

4)Don5tletyourselfbetakeninbythesepoliticians.欺騙

TakeofT、^^拆開(kāi)，拆散

貶損名譽(yù)等

Takeapart二從事，對(duì)..…產(chǎn)生興趣，打聽(tīng)，占用空間或時(shí)間

Takeaway吧”二脫下，脫去，起居，休假，離開(kāi)

Takeup開(kāi)始雇傭，露出，承擔(dān)，接受

Step3Pairworkandconsolidation.

Makesentenceswiththenewwordslearnedinthislesson.

Step4Homework

Readthepassageagain

Prepareforthedictionoftheuseftilwordsandexpressionsofthisunit

3.Prepareforthewritingofthenextlesson.

Unit2Cloning

Period1WarmingUp,Pre-reading,Reading&Comprehending

TeachingGoals:

1.ToarouseSs9interestinlearningaboutcloning

2.ToleamabouttheprocedureofanimalcloningandthelifeofDollythesheep

3.TodevelopSs'somebasicreadingskills.

TeachingProcedures:

Step1.Leading-in

Purpose:ToactivateSsandarousethemtowanttoknowaboutcloning.

Lookatthefollowingpicturesandhaveafreetalk.

l.Doyouknowthenameofthemostfamoussheepandhowitisdifferentfromothersheep?

SuggestedAnswer:

ItsnameistheDollysheep.Itwasclonedwhiletheotherswerebomnaturally.Itisthecopyof

anothersheep.

2.Whatiscloning?

SuggestedAnswer:

Cloningisawayofmakinganexactcopyofanotheranimalorplant.

Step2.WarmingUp

Purpose:ToleadSstothetopicofthisunitthroughthediscussion

TogetSstolookatthepicturesanddiscusshowtheydiffer

SuggestedAnswer:

Thefirstpictureshows''identicaldogs”.Thesmallerofthetwodogsmustbeaman-made

cloneofthelargerone.Theotherpictureisabouthumantwins.Theyareidenticalinsexand

appearanceandaregoodexamplesofnaturalclones.

Step3.Pre-reading

Purpose:ToarouseSs'interestinthetextandencourageSstopredictthecontentofthe

text.

Getstudentstodiscusswhatthepassagetalksaboutandhowtheyunderstandthemeaning

ofthetitle"Cloning:Whereisitleadingus?”

AskSstotalkaboutthefollowingquestions.

(1)Whatiscloning?

(2)Howisacloneproduced?

(3)What'sthefunctionofcloning?

(4)What'stheeffectofthecloning?

SuggestedAnswers:

Acloneisagroupofcellsororganismsthataregeneticallyidenticalandhavebeenproduced

asexuallyfromthesameoriginalcell.Theyincludenaturalandman-madeclones

hecloningofplantsissimpleandrelativelyeasy.Itcanbeedonebytakingcuttings(man-made

cloning)orlettingtheplantproduceitsownrunners(naturalcloning).Thecloningofanimalsis

morecomplicated.Itwasnotachieveduntil1996andisfullyexplainedinthefirstreading.

Itispossibletousecloningtocureseriousillnesses,andhelpinfertilepeoplehavebabies.

Peoplemaywanttoclonethemselvessotheycanliveforever.Peoplemaywanttoclonedead

children.Peoplemaywanttoclonetheirfavoritepets.

Step4.Fastreading

Purpose:TogetSstogetsomeusefulinformation.

1.AskSstolistentothetextandtrytogetthemainideaofthetext.

2.AskSstoreadthetextquicklyandanswerthefollowingquestions.

SuggestedAnswer:(1)Howmanyfemalesheepparticipateinthecloningofanewsheep?

Threesheep.

SuggestedAnswer:(2)Howmanymajorusesdoescloninghaveandwhatarethey?

Cloninghastwouses.Oneistoproducecommercialquantitiesofplantsanddoresearchon

newplantsspeciesandmedicalresearchonanimals.

Step5.Intensivereading

做《優(yōu)化方案》和報(bào)紙。

Purpose:TogetSstogetabriefunderstandingofthetext.

1.AskSstoreadthetextcarefullyandthendecidewhichstatementsaretrueorfalse.

(1)Cloningisanewtopic.

(2)Whenagardenertakescuttingsfromgrowingplantstomakenewones,wesaythenewones

arenaturalcloning.

(3)Cloninganimalsisascomplicatedascloningplants.

(4)Dollythesheepwasthefirstsuccessfulcloneofamammal

(5)ScientistswereveryexcitedtofindthatDolly'sillnessesweremoreappropriatetoamuch

olderanimal.

(6)People'sopinionsoncloningweredifferent.

SuggestedAnswers:

⑴F(2)T(3)F(4)T(5)F(6)T

2.AskSstochoosetherightansweraccordingtothetext.

(1)WhichstatementaboutDollythesheepistrue?

A.Shelookedexactlylikethesheepthatprovidestheegg.

B.Shewastheexactcopyofthesheepthatprovidesthenucleus.

C.Shelookedlikethesheepthatgavebirthtoit.

D.Shehadthecharacteristicsofallthreesheep.

(2)ChoosetherightorderoftheeventsgivenduringthecloningprocedureofDollythesheep

a.FemalesheepCbearstheembryo

b.ThenucleusfromsheepBandeggcellfromsheepAjointogether.

c.FemalesheepBprovidesasomaticcellwhosenucleusistakenoutof

d.Thecellbreakupandgrowsintoanembryo

e.FemalesheepAprovidesaneggcellwhosenucleusisremovedfrom.

f.AlambcalledDollyiscloned.

A.e,c,a,b,d,fB.e,a,c,d,fC.e,c,b,d,a,fD.e,b,c,d,a,f

(3)Itcanbeinferredfromthepassagethataclonedanimal

A.usuallylivesaslongasthedonorone

B.usuallyliveslongerthantheoriginalone

C.maydieyoungerthanthedonorone

D.isusuallyashealthyastheoriginalone

(4)Whichofthefollowingisnotanadvantageofcloning?

Cloningcanbeusedformedicalpurposes.

Largequantitiesoffoodcanbeproducedbycloning.

Cloningcanhelpkeepanimalsfrombecomingextinct.

Famouspersonswhohavepassedawaycanbecloned.

(5)Whatispeople'sfearabouthumancloning?Whichofthefollowingiswrong?

ClonedHitlerswoulddoharmtotheworld.

Clonedpeoplemaybekilledatwillformedicalaid.

Awomanwouldhavedifficultyrecognizingherrealhusband.

Menwilldieoutbecauseawomancangivebirthtoababywithoutahusband.

(6)Wecaninferfromthelastthreeparagraphsthat

A.thenormaldevelopmentofDollyhadnoeffectonthecloningofotherspecies.

B.Dolly'sseriousdiseaseandfinaldeathdisturbedthewholeworld.

C.Dollysuccessfullyclonedanewlambwiththehelpofcloningscientists.

D.therewereargumentsaboutanimalcloningandconcernsaboutcloning'sfuture.

SuggestedAnswers:

(1)D(2)C(3)C(4)D(5)D(6)D

3.AskSstoreadthetextagain,andthendiscussthemainideaofeachparagraph.

Paragraph1:Whatiscloning?

Paragraph2:Cloninghastwomajoruses.

Paragraph3:TheproblemsofDolly.

Paragraph4:TheeffectofDolly.

Paragraph5:Itisforbiddentoclonehumanbeings.

4.AskSstochooseoneofthefollowingquestionstodiscussingroups.Theleaderofeachgroup

shouldwritedowneverymember'sopinion,thenthevolunteerswillshowyourgroupworktothe

wholeclass:

(1)Doyousupporttheideaofproducinghumanembryos(胚胎)formedicalpurposes?Why?

Doyouthinkaclonedhumanshouldhavehumanrights?Why?

(3)Doyouthinkclonedhumanswillhavethesametalentsastheoriginalones?Why?

Step6.Homework

AskSstosurftheInternettofindmoreinformationaboutcloningandpreparetopresentittothe

classinthenextclass.

Period2learningaboutLanguage(1)

TeachingGoals:

1.ToenableSstomasterkeyphrasesandexpressions.

2.ToenableSstolearnhowtousethesewordsandexpressions.

TeachingProcedures:

Step1.Languagestudy

Purpose:TotrainSs9listeningabilityandlanguagecapacity.

1.Listentothetextanddealwiththelanguagepointsinpairs.

MatchColumnAwithColumnB

ColumnAColumnB

(1)straightforwardA.havingasignofillnessofthemindorthefeelings

disturbedB.entirely;inall;consideringallthings

altogetherC.easytodoorunderstand

forbidD.makeoneselfresponsiblefor;promise

undertakeE.notonreason

ariseF.notallow

arbitraryG.becomeevident;appear

SuggestedAnswers:

(1)C(2)A(3)B(4)F(5)D(6)G(7)E

2.Ssaredividedintosmallgroupsandhaveadiscussion.Findoutdifficultwordsandexpressions

andwritethewordsandexpressionsonapieceofpaper.

3.GetSstodisplaytheirpapersbyprojectorandtickoutthemostusefulwordsandexpressions.

differfromundertaketodosth

castdownbeappropriateto

objecttohave/makeastrong/greatimpacton

beboundtoontheassumptionsthat

4.ExplainsomeimportantsentencesforSs.

(1)Italsohappensinanimalswhentwinsidenticalinsexandappearanceareproducedfromthe

sameoriginalegg.

(2)CloningscientistswerecastdowntofindthatDolly'sillnessesweremoreappropriatetomuch

olderanimal.

(3)AltogetherDollylivedfbrsixyears,halfthelengthofthelifeoftheoriginalsheep.

(4)Ontheotherhand,Dolly'appearanceraisedastormofobjectionandhadagreatimpactonthe

mediaandpublicimagination.

(5)SomecountriessuchasChinaandtheUKcontinuedtoaccumulateevidenceoftheabundant

medicalaidthatcloningcouldprovide.

5.ExplainsomeimportantwordsfbrSs.

(1)happenvi(偶然地)發(fā)生；出現(xiàn)Pagel1.line2andpage12.1ine5

辨析：happen,befall,occur,takeplace與comeabout

happen,occur,befall,takeplace,comeabout五詞都有“發(fā)生”之意，但有區(qū)別。

happen使用最廣，有偶然發(fā)生之意。

Befall指災(zāi)禍等的發(fā)生或出現(xiàn)。多用于書(shū)面語(yǔ)，并且往往暗示命運(yùn)的作用。

occur用法較正式，既可以指自然發(fā)生，也可以指有意安排?？捎糜诰唧w的事物，也可用于

抽象的事物。用于指具體事物時(shí)，可與happen互換（但happen后接不定式時(shí)，不能與occur

互換。該詞有“想起”的意思，這時(shí)不可同happen互換

takeplace?？膳chappen,occur互換（以具體事物作主語(yǔ)時(shí)），但較多地指有計(jì)劃，按事先

安排的進(jìn)行的含義。引申用法可表示舉行、進(jìn)行的意思。

comeabout往往注重事情發(fā)生的原因，常與how連用。

注：以上五詞均為不及物動(dòng)詞，無(wú)被動(dòng)語(yǔ)態(tài)。

⑵disturbing(page12linc2)煩擾的

I'vehadsomedisturbingexperience.

?拓展:disturb打擾、使焦灼不安、擾亂

I'msorrytohavedisturbedyou.

Thedreamsodisturbedhimthathecouldnotsleep.

Alightwinddisturedthesurfaceofthewater.

castdown(pagel2line3)(多用于被動(dòng)結(jié)構(gòu)或作表語(yǔ))沮喪，低沉，泄氣

Anyonewouldbecastdownbysuchnewsasthat.

Heseemedcastdownasaresultofhisfailuretofindwork.

Hewasverydowncastwhenhegottheexamresults.

raise(page12line8)舉起，使起來(lái)，喚起，提高，籌款，養(yǎng)育

?拓展：risevi起立，升起，上漲，高聳，起義

Step2.Consolidation.

Purpose:Toconsolidatethewordsandphrasesinthetext.

AskSstocompletethefollowingsentencesusingsuitablewordsorphrases

(1)ChinesegreatlyFrenchinpronunciation.

(2)HetofinishthejobbyFriday.

(3)Manypeopleexperimentationonanimals.

(4)Youarenotlegallyanswerthesequestions.

(5)Ittookthemthreeyearstothedebt.

(6)Anewoilcrisishas.

(7)Anyonewouldbebynewssuchasthat.

SuggestedAnswers:

(1)differs...from(2)undertook(3)objectto(4)boundto

(5)payoff(6)arisen(7)castdown

2.AskSstofinishEx3onP13andchecktheanswersinpairs.

3.AskSstofillinthebracketstocompletethepassagebelow.ThenletsomeSspresenttheir

answers.

Manychallengesmustbeovercome(1)(連詞)”clonedorgan"transplantsbecomereality.

Moreeffectivetechnologiesforcreatinghumanembryos,harvestingstemcells,andproducing

organs(2)(介詞)stemcellswouldhavetobe___(3)(develop).In2001,

scientistswiththebiotechnologycompanyAdvancedCellTechnology(ACT)

reported(4___(連詞)theyhadclonedthefirsthumanembryos;however,theonlyembryoto

survivethecloningprocessstoppeddeveloping(5)(介詞)dividingintosixcells.In

February2002,scientistswiththesamebiotechcompanyreportedthattheyhad

___(6)(success)transplantedkidney-likeorgansintocows.Theteamofresearcherscreated

_(7)(冠詞)clonedcowembryobyremovingtheDNAfromaneggcellandtheninjecting

theDNAfromtheskincellofthedonorcow'sear.Sincelittleis(8)(短語(yǔ)動(dòng)

詞)manipulating(控制)embryonicstemcellsfromcows,thescientistsletthe___(9)(clone)

embryosdevelopintofetuses.Thescientiststhenharvestedfetaltissuefromtheclonesand

transplanteditintothedonorcow.Inthethreemonthsofobservation___(10)thetransplant,

nosignofimmunerejectionwasobservedinthetransplantrecipient.

SuggestedAnswers:

(1)before⑵from(3)developed(4)that.(5)after

(6)successfully(7)a(8)knownabout(9)cloned(10)following

Step3.Homework

1.AskSstoreviewthelanguagepointsinthisperiod.

2.AskSstofinishthefollowingexercises.

(1)AskSstouse“happen,occur,befall,takeplace,comeabout“tofillthefollowingblanks.

①Whendidtheaccident?

②Ourschoolsportsmeetingwillnextweek.

(3)Howdidthequarrel?

④IttomethatMaryknewhimverywell.

⑤HetobeoutwhenIcalled.

⑥Badluckandillhealthonthemthroughouthislife.

SuggestedAnswers:

①happen②takeplace③comeabout④occurred

⑤happened⑥befell

(2)AskSstouse“raise"or"rise”tofillthefollowingblanks:

①TheChinesepeoplehavetotheirfeet.

②Heavyrainstheriverstage.

(3)Thegovernmentistryingtothelivingstandardoftheworkingpeople.

④Hisvoiceinexcitement.

⑤Thewindis.

⑥Wherewashe?

SuggestedAnswers:

①risen②raised③raise④rose⑤rising⑥r(nóng)aised

Period3LearningaboutLanguage(2)

TeachingGoals:

TogetSstohaveknowledgeofthegrammarpoint:theappositionandappositiveclause..

ToenableSstoknowthedifferencesbetweentheattributiveclauseandtheappositiveclause.

TeachingProcedures:

Step1.Leading-in

(1)AskSstolookatthefollowingsentencesandthenfindoutthesimilarities.

Thenewsthatourwomen'svolleyballteamhadgotthefirstplacemadeallofusexcited.

Thefactthatourearthisroundisknowntous.

Ihavenoideawhenwe'llsetoff.

(2)GetSstofindoutalltheclausesinthereadingtext.

Part3Line1:Thewholescientificworldfollowedtheprogressofthefirstsuccessfulclone,Dolly

thesheep.

Part3Line2:Thefactthatsheseemedtodevelopnormallywasveryencouraging.

Part3Line2:ThencamethedisturbingnewsthatDollyhadbecomeseriouslyill.

Part3Line6:AltogetherDollylivedforsixyears,halfthelengthofthelifeoftheoriginalsheep.

Step2.Grammarpoint

1.概說(shuō)

英語(yǔ)里同位語(yǔ)也是一種名詞修飾語(yǔ)，單詞、短語(yǔ)和從句都可用作同位語(yǔ)，最簡(jiǎn)單而又常見(jiàn)的

同位語(yǔ)是位于所修飾的先行詞之后，用來(lái)說(shuō)明身份、職務(wù)、稱號(hào)