人教版高中英語(yǔ)選修8Unit1Alandofdiversity教案

1、選修8 Unit 1 A land of diversity閩侯六中林錦安Period 1 ReadingTeaching goals1. 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 pointsLearn the huge diversity of rac

2、es 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 computerTeaching proceduresStep 1 Warming up.1. Ask the students to describe what they learn about the USA.2. Group work: look

3、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-reading1. Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about

4、 California?2. 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 reading1. Read through the passage and get the main idea.2. Reading comprehension.Ask the students the following questions:1) When you l

5、ook 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 w

6、hich people, ideas, etc of different kinds gradually get mixed together.3. Beside each date note down an important event in Californian history. 15,000 years ago16th centure182118461848185000First settlers crossed the Bening Strait from Asia. These people are now known as Native Americans.Spanish so

7、ldiers arrived in South America.California became part of Mexico.The US declared war on Mexico.Gold was discovered in California.California became the 31st state of the US.Step 4 Detail reading Beside each cultural group , write the period in which they first came to California in large numbers.Cult

8、ural groupsPeriodsCultural groupsPeriodsRussians early 1800sJapanese Early 1900sChinese Late 1840s/early 1850sCambodians From about the 1970sAfricans 1800sKoreans From about the 1970Italians Late 1800sDanish 1911Jewish 1920sPakistanis From about the

9、1970sStep 5 After reading Why 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.Period 2 Extensive ReadingTeaching aims: 1. Improve Ss ability of reading 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

10、學(xué)習(xí)奠定良好基礎(chǔ)。 PART I READING (P8)Step 1. Fast reading: SB P7 PART 1.Step 2. Careful reading: Read Georges diary and answer the 5 questions on Page9 PART 2Step 3. Pay attention to the main words, phrases and sentences(根據(jù)學(xué)生實(shí)際由集體備課確定)PART II READING TASK(WB P51)Step 1. Fast reading to find the main topic o

11、f each paragraph:Step 2. T explains some difficult points.(由集體備課確定)Step 3. Homework ：read the passage fluently and recite some parts.Period 3 GrammarTeaching aims1. Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive.2. Help the students learn how to use th

12、e Noun Clauses.Teaching important and difficult pointsDiffer the noun clauses.Teaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PreparationAsk the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.1)Whether nat

13、ive Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主語(yǔ)從句)2)The fact that they arrived a long time before Europeans is what matters. Appositive clause(同位語(yǔ)從句) & Predicative clause(表語(yǔ)從句)3)I believe that the native Americans were treated badly wh

14、en the first Europeans came. Object clause(賓語(yǔ)從句)Step 2 DiscussionAsk the students to differ the Noun Clauses as the subject, object, predicative and oppositive.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 Step 3 Analysis1.高考考查熱點(diǎn):1)名詞性從句的語(yǔ)序（陳述句語(yǔ)序）；2)幾對(duì)重要關(guān)聯(lián)詞的區(qū)別：whetherif, whatthat, whatwhatever, wh

15、owhoever, 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）whetherif的區(qū)別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 Im n

16、ot sure.V. Whether it is true remains a problem.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, Dif: A2)Whatthat的區(qū)別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.

17、 This is what makes us interested.V. The reason was that Tod had never seen the million-pound note before.所引導(dǎo)的從句中是否缺主語(yǔ)、表語(yǔ)或賓語(yǔ)漢語(yǔ)意義能否省略What缺什么；所的東西、事情否that不缺無(wú)意義賓語(yǔ)從句中能省略3）whowhoever; whatwhatever的區(qū)別I. The spoken English competition is coming. Who will attend the meeting hasnt been decided yet.II. I beli

18、eve whoever takes part in the competition will try his best.III. Can you tell me what you would like to order?IV. Whatever happens, dont be surprised.V. All the food here is delicious. Just order whatever you like.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)

19、的it作形式主語(yǔ)的結(jié)構(gòu)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.IV. It seemed that he would come here.基本句型結(jié)構(gòu)常用詞語(yǔ)It is + 名詞 + that從句It is a fact/a shame/a pity/no wonder/good news/thatIt is + 形容詞 + that從句It

20、 is necessary/strange/important/possible/likely/that這類(lèi)主語(yǔ)從句中,謂語(yǔ)動(dòng)詞常為(should)+動(dòng)詞原形It is + 過(guò)去分詞 + that從句It is said/reported/decided/known/thatIt + 不及物動(dòng)詞 + that從句It seemed/happened/doesnt matter/has turned out/thatStep 4 Practice1)Exs.3&4, Students Book P52)Make sentences using noun clauses as the su

21、bject, object, predicative and appositive.Step 5 Homework1. Review what we have learnt today.2. Translate sentences: 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)Period 4 Listening and speakingTeaching goalsTrain their listening and speaking abilities.eaching

22、 important and difficult pointsHelp the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.Teaching methodsPair work and group work, discussion and cooperationTeaching aidsA recorder, a computer, and a blackboardTea

23、ching proceduresStep1 Listening1. 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 2 Where Georges

24、 tour started 3 California not as George expected 1 Where George is now 5 Californian people2. 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 necessary and then

25、 check answers by playing the tape again and stopping when the missing details are given. Dear Sam,Im here in Joshua Tree National Park, in the_southeastern_ part of California. Have been traveling around the state of _california_ for three weeks now. Very different from what I have seen in _America

26、n movies_ . Not everyone is _rich_and not everyone lives near the _beach_. First traveled southeast through rich farmland then to the central part. They grow everything here including _cotton, nuts, vegetables_ and fruit. Cattle too. Then traveled further _southeast_ into mountains and _desert_.Cali

27、fornians are very friendly, and they are from many different _races_ and cultures. Every culture has its own _music_, _festivals_, food and art. Most interesting. Wish you were here. Give my love to Paula.George3. Tell the students that when they listen to this time they are to focus on what Christi

28、e, 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.Christies questionsThat is interesting.Where are you ?Cool.Where is that?You watch too many American movies.What are you doing down

29、there?That is interesting.How is the trip been?I wish I could see it for myself.What is it really like?That doesnt surprise me.Such as?Oh, I see.Hispanic?Sounds great4.Get the students to compare their answers with their partners and check the answers.Step 2 SpeakingWith a partner hold a telephone c

30、onversation about a place you have visited recently.1. Sit back to back with your partner so you cant 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 p

31、artner to talk by asking questions and making comments.3. Swap roles. Partner B tells Partner A about hisher visit. Step 3 HomeworkWrite a short passage about the place they have visited recently.Period 5 Using LanguageTeaching goalsTarget languageUseful words and expressions: luggage, tram, apparen

32、tly, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a great many.Teaching important and difficult points1. Improve the students reading ability (skimming and scanning).2. enable the students to grasp the useful words and expressions.Teaching methodsReading, discuss

33、ion, cooperative learning Teaching procedures:Step 1 Lead-in1. Look at Georges photos. Then quickly read Georges diary. Write the days he saw these things under the photos.2. Read Georges diary more slowly and answer the questions.1.Why did Andrew Hallidie invent the cable car system?2. Where did Ge

34、orge 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?3. Read Georges diary again. Put the mark” in the places where George has lef

35、t out some words. Discuss with others in your class: Why did George leave out some words when he wrote his diary?Step 2 Language points1. Team up with: make an effort in cooperation with; work together with與協(xié)力從事,合作Translate: He teamed up with an experienced worker in the project.2.hire 解雇 fire 租,雇傭1

36、)You are _fired_, because you are so lazy for the work. 2) I must _hire_ a house when finding a job in the city.Take in接受,接納,接待吸收,領(lǐng)會(huì),理解改小(衣服)包含,包括欺騙3.take in1) He had nowhere to live in, so we took him in.接納2)The dress needs to be taken in.改小3)They listened to my lecture, but how much did they take

37、in , I wonder?理解4)Dont let yourself be taken in by these politicians.欺騙Take off 拆開(kāi),拆散 Take on 貶低, 貶損名譽(yù)等Take apart 從事,對(duì).產(chǎn)生興趣,打聽(tīng),占用空間或時(shí)間Take away from 脫下,脫去,起居,休假,離開(kāi)Take up 開(kāi)始雇傭,露出,承擔(dān),接受Step 3 Pair work and consolidation.Make sentences with the new words learned in this lesson.Step 4 Homework1. Read t

38、he passage again2. Prepare for the diction of the useful words and expressions of this unit3. Prepare for the writing of the next lesson.Period 6 WritingTeaching goals1 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 pointsHow to organize and write a short essay about a city, province or