2017年高二英語(yǔ)人教版選修8教案：Unit1AlandofdiversityPeriod1 Word版含解析

Unit1Alandofdiversity單元要覽本單元主要圍繞美國(guó)的“多元文化”這一主題展開(kāi)，其中重點(diǎn)介紹了美國(guó)加利福尼亞州的多元文化特征。本單元語(yǔ)言知識(shí)的選擇和聽(tīng)說(shuō)讀寫(xiě)等語(yǔ)言技能的訓(xùn)練主要圍繞“多元文化”進(jìn)行。本單元的目的在于培養(yǎng)學(xué)生跨文化交際意識(shí)，進(jìn)一步拓寬視野，為終身學(xué)習(xí)奠定良好基礎(chǔ)。本單元的主要教學(xué)內(nèi)容如下表所示：類(lèi)別課程標(biāo)準(zhǔn)要求掌握的內(nèi)容話(huà)題HistoryandgeographyoftheUSA；nationalityandpeople；customsandculture詞匯electvt.選擇；決定做某事；選舉crossingn.橫渡；十字路口；人行橫道boomn.繁榮vi.處于經(jīng)濟(jì)迅速發(fā)展時(shí)期vicen.&adj.代理；副職occurvi.發(fā)生；出現(xiàn)nephewn.侄子；外甥indicatevt.指出；標(biāo)示；表明；暗示polen.地極；電極；磁極slipn.&vi.滑動(dòng)；滑倒；滑跤applicantn.申請(qǐng)人hiren.&vt.租用；雇用customsn.海關(guān)；關(guān)稅；進(jìn)口稅reformn.改革；改造；改良vt.&visocialistn.社會(huì)主義者；社會(huì)黨人adj.社會(huì)主義者的nowhereadv.無(wú)處；到處都無(wú)socialismn.社會(huì)主義shavevt.&vicattlen.牛（總稱(chēng)）mournvt.&viluggagen.行李graspvt.&ntramn.（有軌）電車(chē)insertvt.插入；嵌入braken.閘；剎車(chē)；制動(dòng)器vi.&vt.剎（車(chē)）；用制動(dòng)器減速distinctionn.差別；區(qū)分；卓著conductorn.（公車(chē)）售票員；列車(chē)員；（樂(lè)隊(duì)）指揮straitn.海峽bakeryn.面包房；面包廠(chǎng)meansn.手段；方法ferryn.渡船；渡口vt.擺渡；渡運(yùn)majorityn.大多數(shù)；大半seagulln.海鷗ministryn.（政府的）部；（全體）牧師；牧師的職責(zé)anglen.角；角度hardshipn.苦難；困苦punishmentn.懲罰；處罰railn.鐵路；扶手；橫條justicen.公平；正義percentagen.百分比；百分率authorityn.權(quán)威；權(quán)力；當(dāng)局；官方Italyn.意大利distinctadj.清晰的；明顯的；明確的Italiann.意大利人；意大利語(yǔ)adj.意大利人的；意大利語(yǔ)的Arcticadj.北極的；北極區(qū)的Denmarkn.丹麥Catholicadj.天主教的n．天主教徒aircraftn.飛行器；航空器；飛機(jī)federaladj.聯(lián)邦制的；聯(lián)邦政府的Korean.韓國(guó)；朝鮮racialadj.人種的；種族的Koreann.韓國(guó)/朝鮮人；朝鮮/韓語(yǔ)adj.韓國(guó)/朝鮮人的；韓國(guó)/朝鮮語(yǔ)的apparentadj.顯而易見(jiàn)的；顯然的；表面上的Pakistann.巴基斯坦civiladj.公民的；國(guó)內(nèi)的；民間的Pakistanin.巴基斯坦人adj.巴基斯坦（人）的thankfuladj.感激的；感謝的immigrationn.移民；移居入境apparentlyadv.顯然地；顯而易見(jiàn)地liveon繼續(xù)存在；繼續(xù)生存markout畫(huà)線(xiàn)；標(biāo)出……界限bymeansof用……辦法；借助takein包括；吸收makealife習(xí)慣于新的生活方式、工作等agreat/goodmany許多；很多keepup堅(jiān)持；維持；沿襲applyfor申請(qǐng)；請(qǐng)示得到backtoback背靠背theArctic北極teamupwith與……合作或一起工作句型1．Exactlywhenthefirstpeoplearrivedinwhat_we_now_know_as_California，noonereallyknows.（NounClauseastheObject）2．However，it_is_likely_thatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.（Itislikelythat...）3．It_is_believed_thatbeforelongthemixofnationalitieswillbesogreatthattherewillbenodistinctmajorracialorculturalgroups，butsimplyamixtureofmanyracesandcultures.（Itisbelievedthat...）4．What_attracts_people_to_Californiaisitspleasantclimateandrelaxedlifestyle.（NounClauseastheSubject）功能1．鼓勵(lì)別人說(shuō)話(huà)（Encourageotherstospeak）Cool.Good.Really？Yes，that'sright.Luckyyou!Mmm，soundsinteresting.Thatsurprisesme/doesn'tsurpriseme.Indeed?Suchas?Giveanexample.Isthatso?Oh，Isee.Soundsgreat!Ahha!Gosh，George!Andwhatabout...?2．方向和位置（Directionandposition）ontheeast/westcoasttothenorth/southofUSAalongthenorthwestcoastoffromthewesttotheeastcoastinsouthernChinainSanFranciscoinsoutheasternpartofCaliforniaaroundthestateofCalifornianearthebeach/coastinthecentralpartgofurthersoutheastinSouthAmericaontheMississippinotfarfromtheGulfofMexico語(yǔ)法名詞性從句（NounClauses）1．Whether_Native_Americans_arrived_in_California_15_000_years_ago_or_14_000_years_agoisnotimportant.2．IbelievethattheNativeAmericansweretreatedbadlywhenthefirstEuropeanscame.3．Thecustomsofficeiswhere_your_baggage_is_inspectedwhenyouenterorleaveacountry.教學(xué)重點(diǎn)1．EnablethestudentstoknowabouttheimportanteventsinCalifornianhistory.2．Havestudentslearnsomeusefulnewwordsandexpressionsaboutmulti-cultureinAmericaandletthemlearneffectivewaystomasterthem.3．Enablestudentstograspandusetheexpressionsofdirectionandposition.4．Letstudentsreviewthegrammaritem：nounclauses.5．Developstudents'listening，speaking，readingandwritingability.教學(xué)難點(diǎn)1．Enablestudentstomastertheuseofnounclauses.2．Letstudentslearntowriteanon-chronologicalreport：descriptionofaplace.3．Developstudents'integrativeskills.課時(shí)安排Periodsneeded：6Period1WarmingUp，Pre-reading，ReadingandComprehendingPeriod2LanguageStudyPeriod3Grammar—ReviseNounClauses（astheSubject，ObjectandPredicative）Period4ListeningandSpeakingPeriod5ReadingandWritingPeriod6SummingUp，LearningTipandAssessmentPeriod1WarmingUp，Pre-reading，ReadingandComprehending整體設(shè)計(jì)教學(xué)內(nèi)容分析Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassagewiththenameofCaliforniagivingthestudentsageneraldescriptionofCalifornia（history，geography，population，etc.）．WarmingUpgivesstudentsamaptofillin.ThisactivityisdesignedtoreviewwhatstudentshavealreadyknownaboutthegeographyoftheUnitedStatesandtofocusonthepositionofCaliforniainrelationtootherstates.Pre-readingasksthestudentstodiscussingroupswhateachpictureinthereadingpassagemeanstothem.TheaimofthisactivityistoreviewwhatstudentshavealreadyknownaboutCaliforniaandtointroducesomeofthetopicsinthereadingpassage.ReadingmainlytalksaboutthebriefhistoryofCalifornia.ItfocusesonthesettlementofthestateofCalifornia.SomeaspectsofthissettlementareuniquetoCalifornia，butothers，suchasthecontinuouswavesofpeoplecomingfrommanypartsoftheworldinsearchofabetterlife，aretypicalofthesettlementpatternsalloverAmerica.Thereadingpassageisorganizedintosectionsaccordingtotheplaceoforiginofthesettlersandthetimeoftheirarrival.Eachsectionhasaheadingtohelpthereaderorganizehis/herideas.Comprehendingconsistsofthreegroupsofexercisesforthestudentstohelpthemgetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext.三維目標(biāo)設(shè)計(jì)Knowledgeandskills1．Toknowthemeaningsofthefollowingnewwordsandphrasesinthisperiod：distinction（差別），liveon（繼續(xù)存在；繼續(xù)生存），strait（海峽），Arctic（北極的；北極區(qū)的），means（手段；方法），bymeansof...（用……方法；借助……），majority（大多數(shù)；大半），ministry（部；牧師），Catholic（天主教的；天主教徒），makealife（習(xí)慣于新的生活方式、工作等），hardship（苦難；困苦），elect（選擇；決定做某事；選舉某人），federal（聯(lián)邦制的；聯(lián)邦政府的），rail（鐵路；扶手），percentage（百分比；百分率），Italy（意大利），Denmark（丹麥），keepup（堅(jiān)持；維持；沿襲），boom（繁榮），aircraft（飛行器；航空器；飛機(jī)），Korea（韓國(guó)；朝鮮），Korean（韓國(guó)/朝鮮人；韓國(guó)/朝鮮語(yǔ)；韓國(guó)/朝鮮人的；韓國(guó)/朝鮮語(yǔ)的），Pakistan（巴基斯坦），Pakistani（巴基斯坦人；巴基斯坦人的），immigration（移民；移居入境），racial（人種的；種族的）2．TolearnaboutthediversityofracesandculturesinAmerica.3．Todevelopthestudents'readingabilitybyskimmingandscanningthepassage.4．Todevelopthestudents'speakingabilitybytalkingaboutthehistory，geographyandcultureofaplace.Processandmethods1．WhiledoingWarmingUptheteachercanaskthestudentstoturntoPage1andlookatthemapoftheUSAandtalkaboutitingroupsof6.Writeonthemapthenamesoftheoceans，countries，mountainranges，lakes，riversandbigcities.Thenchecktheanswerswiththewholeclass.2．DuringPre-readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent-centeredandarousestudents'interestinlearningaboutCalifornia.Theteachercanalsointroducesomeofthetopicsinthereadingpassage.EncouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.3．WhiledoingReadingandComprehending，theteachercanaskthestudentstoreadthetextsilentlyandthenasksomequestionsaboutthetext.Thenaskthestudentstoreadthepassageagainandtrytoknowmoreaboutthepictures，thepeopleandtheeventsindifferenthistoryperiods.FirstaskstudentstodoExercises1-3inpairs.Andthenchecktheanswerswiththewholeclass.4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthehistoryofCaliforniaintheirownwordsattheendoftheclass，usingthefollowingclues：NativeAmericans；theSpanish；Russians；goldminers；laterarrivals；mostrecentarrivals；thefuture.Emotion，attitudeandvalue1．Tocultivatestudents'appreciationofmulti-culture.LetthestudentsunderstandwhytheUSAiscalled“ameltingpot”．2．Todevelopstudents'senseofcooperativelearning.教學(xué)重點(diǎn)、難點(diǎn)1．ToenablethestudentstolearnhowtotalkabouttheimportanteventsinCalifornianhistory.2．ToenablethestudentstoexplainthereasonswhyCaliforniaissuchamulticulturalcommunityinthe21stcentury.教學(xué)過(guò)程Step1WarmingupⅠ．HowmuchdoyouknowabouttheUnitedStates？Trythisquizandfindoutwhoknowsthemost.1．WhichcityisthecapitaloftheUSA?A．NewYork.B．WashingtonD.C.C．LosAngeles.D．Texas.2．HowmanystatesarethereintheUSA?A．48.B．49.C．50.D．51.3．WhoisthepresentpresidentofAmerica?4．Whichdoesn'tbelongtotheUSA?5．ThemostimportantandlargestriverintheUnitedStatesofAmericais______.A．theOhioRiverB．theColoradoRiverC．theMissouriRiverD．theMississippiRiver6．Californiaisthe______largeststateintheUSA.A．thirdB．secondC．fourthD．fifth7．California，astateinthewesternUSA，borders______.A．thePacificOceanB．theIndianOceanC．theAtlanticOceanD．theArcticOcean8．California'sofficialnicknameisthe______.A．SunflowerStateB．GoldenC．LandofOpportunityD．Evergreen9．______hasthelargestpopulationintheUSA.A．CaliforniaB．AlaskaC．WashingtonD．Texas10．CaliforniaenteredtheUniononSeptember9,1850，asthe______state.A．thirtiethB．thirty-eighthC．thirty-secondD．thirty-firstSuggestedanswers：1．B2．C3．C4．D5．D6．A7．A8．B9．A10．DⅡ．BackgroundknowledgeofCalifornia.California，astateinthewesternUnitedStates，isalsocalledtheGoldenState.It'sthethirdlargeststate，behindAlaskaandTexas，andrunsalmost800milesfromnorthtosouth.Itisnotsurprisingthatitoffersacontrastinglandscapeandadiversegeography.California'ssunnyclimate，longcoastline，andnaturalbeautyhavemadeitthemostpopulartouriststateintheUnitedStates.Step2Pre-readingMatcheachtimeandtheimportanteventinCalifornianhistory.1．15000yearsagoA．TheUSdeclaredwaronMexico.2．16thcenturyB．GoldwasdiscoveredinCalifornia.3．1821C．SpanishsoldiersarrivedinSouthAmerica.4．1846D．Californiabecamethe31ststateoftheUS.5．1848E．CaliforniabecamepartofMexico.6．1850F．FirstsettlerscrossedtheBeringStraitintheSuggestedanswers：1．F2．C3．E4．A5．B6．DStep3ReadingandcomprehendingⅠ．Fillintheformwithproperinformation.StagePeopleTimeEventNativeAmericansNativeAmericans15000yearsagoArrivedfirst.__1__16thcentury__2__sufferedgreatly.TheSpanishSpanish1600sTooknativepeople'sland.18thcentury__3__ruledCalifornia.1821CaliforniabecamepartofMexico.__4__TheUSAdeclaredwaronMexicoandCaliforniawasgiventotheUSA.__5__Russians1800sSettledinCalifornia.GoldMinersSouthAmericans，Americans，Europeans，Asians1848Discoveredgold&Rushforgold.1850Californiabecame__6__oftheUSA.LaterArrivalsChinese1860sBuilttherailway.__7__Late19thcenturyFishedandmadewine.Danes1911Establishedatown.JewishBythe1920sAttractedbythe__8__boom.__9__Early20thcenturyFarmed.Africans__10__Workedintheship&aircraftindustries.MostRecentArrivalsIndians，Pakistanis1970sWorkedinthecomputerindustry.Cambodians，__11__，Vietnamese，LaotiansRecentdecadesImmigrated.TheFutureDifferentparts__12__Immigrated.Suggestedanswers：1．Europeans2．NativeAmericans3．Spain4．18465．Russians6．the31ststate7．Italians8．filmindustry9．Japanese10．1942-194511．Koreans12．FutureⅡ．Choosethebestansweraccordingtothetext.1．Whichofthefollowingdoesn'tbelongtothecharacteristicsofCalifornia?A．IthasthelargestpopulationofAmerica.B．It'sthemostmulticulturalstate.C．Ithasthebestclimateandlifestyle.D．It'sthethirdlargeststateintheUSA.2．Fromthethirdparagraph，wecanlearnthat______.A．themajorityofNativeAmericanswerereligiousB．CaliforniagotridoftheSpanishgovernmentin1846C．theSpanishspentover200yearstakingcontroloftheUSD．nearlyhalfofCaliforniansspeakSpanishasafirstlanguage3．What'smainlydiscussedinPart6?A．ThedifferentimmigrantsandtheirlifeinCalifornia.B．ThereasonwhyimmigrantscametoCalifornia.C．Thenationalitiesofimmigrantsandthetimeoftheirarrival.D．WhattheimmigrantsdidtoAmerican'ssociety.4．______hasattractedpeoplefromIndiaandPakistantoCalifornia.A．DrugsB．GoldC．MedicineD．Computerindustry5．WhichofthefollowingisTRUE?A．ThefirstpeoplearrivedinCaliforniafifteenthousandyearsago.B．Adventurersfromallovertheworldachievedtheirgolddreamsandreturnedhome.C．In1821，thepeopleofCaliforniagainedtheirindependencefromMexico.D．Nowadays，peopleimmigratetoCaliforniaforitsniceclimateandlifestyle.Suggestedanswers：1．C2．B3．D4．D5．DⅢ．Pleasemakeasummaryaccordingtothefollowingclues：NativeAmericans→theSpanish→Russians→goldminers→laterarrivals→mostrecentarrivals→thefutureⅣ．Analyzethefollowingdifficultsentencesinthetext.1．In1846theUnitedStatesdeclaredwaronMexico，andafterthewarwonbytheUSA，MexicohadtogiveCaliforniatotheUSA.（P2）1846年美國(guó)向墨西哥宣戰(zhàn)，美國(guó)贏得戰(zhàn)爭(zhēng)的勝利后，墨西哥被迫把加利福尼亞割讓給美國(guó)。本句是由and連接的并列句。介詞after連接的是時(shí)間狀語(yǔ)，其中wonbytheUSA是過(guò)去分詞短語(yǔ)作后置定語(yǔ)。declarewaron是“對(duì)……宣戰(zhàn)”的意思，再如：BritaindeclaredwaronFinlandonDecember6,1941.英國(guó)于1941年12月6日對(duì)芬蘭宣戰(zhàn)。2．Itisbelievedthatbeforelongthemixofnationalitieswillbesogreatthattherewillbenodistinctmajorracialorculturalgroups，butsimplyamixtureofmanyracesandcultures.（P3）人們認(rèn)為，要不了多久，各種國(guó)籍的混合將會(huì)非常之大，以至于不可能存在一種主要的種族或文化群體，而是多種族、多文化的混合體。Itisbelievedthat...是一個(gè)句型，意為“人們認(rèn)為……”，相當(dāng)于Peoplebelievethat...。類(lèi)似結(jié)構(gòu)還有：Itissaid/reported/considered...that...。so...that...意為“如此……以至于”，其中that引導(dǎo)的是結(jié)果狀語(yǔ)從句，從句中由but連接并列主語(yǔ)。Step4LanguagestudyDealwithlanguageproblemsifany（wordsorsentencesstudentsmightnotunderstand）tohelpthestudentstohaveabetterunderstandingofthetext.Step5Listening，readingaloudandunderliningAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemdownintheirnotebooksafterclassashomework.Collocations：liveon，bymeansof，beforcedinto，inaddition，fightagainst，achieveone'sdream，makealife，keepupStep6StructureanalyzingAfterreading，askstudentstodiscussthetextstructure.Keysforreference：ThispassageisabriefintroductionofCalifornia.Thereadingpassageisorganizedintosectionsaccordingtotheplaceoforiginofthesettlersandthetimeoftheirarrival.Eachsectionhasaheadingtohelpthereaderorganizehis/herideas.Step7ConsolidationFillinthemissinginformationandretellthestoryinyourownwords.Suggestedanswers：1．third2．NativeAmericans3．Spain4．1800s5．goldminers6．Japanese7．Asia8．nationalitiesStep8Homework1．Learntheusefulnewwordsandexpressionsinthisperiodbyheart.2．WhyisCaliforniasuchamulticulturalcommunity？Compareyouranswerswithyourpartnerandbepreparedtotellyourideastotheclass.Step9Reflectionafterteaching________________________________________________________________________________________________________________________________________________________________________________________________________________________教學(xué)參考CaliforniaanditspeopleOvertheyears，manypeoplehavedreamedofgoingtoCalifornia.Atfirst，thedreamwastofindgold.Ineighteenforty-eight，amannamedJamesMarshallwasworkingatasawmill（鋸木廠(chǎng)）．ItwasontheAmericanRiver，aboutonehundredkilometersnortheastofSanFrancisco.Hefoundapieceofbrightmetalwheretheriverflowedthroughthesawmill.Itwasgold.PeoplewhorushedtoCaliforniathefollowingyear，eighteenforty-nine，becameknownas“forty-niners”．Afewfoundgoldandbecamerich.Thepeoplewhostayedmadehomesforthemselves.Theyfoundwork.Somestartedschoolsandreligiouscenters.IneighteenfiftyCaliforniabecameastate.Californiabecamethedreamofmanypeopleinthecold，crowdedcitiesoftheEastandMiddleWest.Today，Californiaisstillalandofdreams.Peoplewanttolivetherebecauseofthewarmweatherandsunshine.Therearebeautifuloceanbeachesandmountains.Therearejobsinthecitiesandonfarms.ButtheweatherandtheforcesofnatureinCalif