人教版高中英语选修8Unit1Alandofdiversity教案

1、选修8Unit1Alandofdiversity闽侯六中林锦安Period1ReadingTeachinggoals1. EnablethestudentstotalkaboutthingsabouttheUSA.2. HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.TeachingimportantanddifficultpointsLearnthehugediversityofracesandculturesinCalifornia.TeachingmethodsF

2、astandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.TeachingaidsAmap,ablackboardandacomputerTeachingproceduresStep1Warmingup.1. AskthestudentstodescribewhattheylearnabouttheUSA.2. Groupwork:lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmanyofthefollowingasyoucan.C

3、ompareyournameswithothergroups.Step2Pre-reading1. AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc.WhatdoyoulearnaboutCalifornia?2. ShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.Step3F

4、astreading1. Readthroughthepassageandgetthemainidea.2. Readingcomprehension.Askthestudentsthefollowingquestions:1) Whenyoulookatthetitle,whatsoyouthinkof?Alandofdifferences.Californiaisalandofgreatdifferencesdifferencesinclimate,inlandscapeandattitude.2) WhyistheUSAcalledameltingpot?Therearemanyimmi

5、grantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether.3. BesideeachdatenotedownanimportanteventinCalifornianhistory.Besideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.CulturalgroupsPeriodsC

6、ulturalgroupsPeriodsRussiansearly1800sJapaneseEarly1900sChineseLate1840s/early1850sCambodiansFromaboutthe1970sAfricans1800sKoreansFromaboutthe1970taliansLate1800sDanish1911Jewish1920sPakistanisFromaboutthe1970sStep 4 Detail readingStep5AfterreadingWhyisCaliforniainthe21stcenturysuchamulticulturalcom

7、munity?(Using30r4sentencestoexplain.)Step6HomeworkFinish“Learningaboutlanguage"onpage4.Period2ExtensiveReadingTeachingaims:1.ImproveSs'abilityofreading2.德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，为终身学习奠定良好基础。PARTIREADING(P8)Step1.Fastreading:SBP7PART1.Step2.Carefulreading:ReadGeorge'sdiaryandanswerth

8、e5questionsonPARe92Step3.Payattentiontothemainwords,phrasesandsentences6艮据学生实际由集体备课确定)PARTIIREADINGTASK(WBP51)Step1.Fastreadingtofindthemaintopicofeachparagraph:Step2.Texplainssomedifficultpoints.（由集体备课确定）Step3.Homework:readthepassagefluentlyandrecitesomeparts.Period3GrammarTeachingaims1. Enablethes

9、tudentstousetheNounClausesasthesubject,object,predicativeandoppositive.2. HelpthestudentslearnhowtousetheNounClauses.TeachingimportantanddifficultpointsDifferthenounclauses.TeachingmethodsAnalysisandhavesomediscussions.TeachingproceduresStep1PreparationAskthestudentstounderlinethenounclausesinthefol

10、lowingsentences.Thentellwhattypesofnounclausestheyare.1）WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause（主语从句）2）ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.Appositiveclause（同位语从句）&Predicativeclause（表语从句）3）IbelievethatthenativeAme

11、ricansweretreatedbadlywhenthefirstEuropeanscame.Objectclause（宾语从句）Step2DiscussionAskthestudentstodiffertheNounClausesasthesubject,object,predicativeandoppositive.名词性从句特征主语从句宾语从句表语从句同位语从句Step3Analysis1 .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另1J：whetherif,whatthat,whatwhatever,whowhoever,etc;3）it用作形式主语或

12、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） whetherif的区别I. Pleasetellmeif/whetheryouwillgotothelecturestomorrow.II. Italldependsonwhethertheskywillclearup.III. Thequestioniswhetherthefilmiswellworthseeing.IV. WhetherhewillbewelltomorrowI'mnotsure.V. Whetheritistrueremainsaproblem.A.引导宾语从句，位于及

13、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,Dif:A2)Whatthat的区另I. Ithinkthatitisunnecessaryformetospeaklouder.II. Hismotherissatisfiedwithwhathehasdone.III. Thathewasabletocomemadeushappy.IV. Thisiswhatmakesusinterested.V. ThereasonwasthatTodhadneverseenthemillion-poundnotebefore.所

14、引导的从句中是否缺主语、表语或宾语汉语意义能否省略What缺什么；所的东四、事情否that不缺无意义宾语从句中能省略t been decide(3)whowhoever;whatwhatever的区另1JI. ThespokenEnglishcompetitioniscoming.Whowillattendthemeetinghasnyet.II. Ibelievewhoevertakespartinthecompetitionwilltryhisbest.III. Canyoutellmewhatyouwouldliketoorder?IV. Whateverhappens,don'

15、tbesurprised.V. Allthefoodhereisdelicious.Justorderwhateveryoulike.名词性从句让步状语从句Who表示谁“/Whoever表示“的任何人”表不论谁”What表什么，所的东西、事情”/Whatever表的任何东西”表无论什么”4）常见的it作形式主语的结构基本句型结构常用词语Itis+名词+that从句Itisafact/ashame/apity/nowonder/goodnews/Itis+形容词+that从句Itisnecessary/strange/important/possible/likely/这类土语从句中，谓语动词常

16、为(should)+动词原形Itis+过去分词+that从句Itissaid/reported/decided/known/thatIt+不及物动词+that从句Itseemed/happened/doesn'tmatter/hasturnedout/I.Itisafactthathewonthematch.II.ItisnecessarythatwedostudytheEnglish.III.Itisknowntoallthatlighttravelsinstraightlines.IV.Itseemedthathewouldcomehere.thatthatthatStep4Pra

17、ctice1)Exs.3&4,StudentsBookP52)Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.Step5Homework1. Reviewwhatwehavelearnttoday.2. Translatesentences: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）Period4ListeningandspeakingTeachinggoalsTra

18、intheirlisteningandspeakingabilities.eachingimportantanddifficultpointsHelpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.TeachingmethodsPairworkandgroupwork,discussionandcooperationTeachingaidsArecorder,acomputer,andablackboard

19、TeachingproceduresStep1Listening1.Thefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly.ReadEx1onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthroughwithoutstopping.4GeographicareasofCalifornia2 WhereGeorge'stourstarted3 CalifornianotasGeorgeexpecte

20、d4 WhereGeorgeisnow5 Californianpeople2. Readthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation.Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails.Playittwiceifnecessaryandthencheckanswersbyplayingthetapeagainandstoppingwhenthemissingdetailsaregiven.DearSam,I'm

21、hernJoshuaTreeNationalPark,inthesoutheaster1partofCalifornia.Havebeentravelingaroundthestateof_californiaforthreeweeksnow.VerydifferentfromwhatIhaveseeninAmericanmovies.Noteveryoneisrich_andnoteveryonelivesnearthe-beach.Firsttraveledsoutheastthroughrichfarmlandthentothecentralpart.Theygroweverything

22、hereincluding_cotton,nuts,vegetables一andfruit.Cattletoo.Thentraveledfurthersoutheastintomountainsanddesert.Californiansareveryfriendly,andtheyarefrommanydifferentracesandcultures.Everyculturehasitsownmusic,festivals,foodandart.Mostinteresting.Wishyouwerehere.GivemylovetoPaula.George3.Tellthestudents

23、thatwhentheylistentothistimetheyaretofocusonwhatChristie,whoismainlylistening,says.PlaythetapeandstopaftereachthingthatChristiesayssothatstudentscanwritedownherwordsaccordingtothechartonpage7.Christie'squestionsThatisinteresting.Whereareyou?Cool.Whereisthat?YouwatchtoomanyAmericanmovies.Whatarey

24、oudoingdownthere?Thatisinteresting.Howisthetripbeen?IwishIcouldseeitformyself.Whatisitreallylike?Thatdoesn'tsurpriseme.Suchas?Oh,Isee.Hispanic?Soundsgreat4.Getthestudentstocomparetheiranswerswiththeirpartnersandchecktheanswers.Step2SpeakingWithapartnerholdatelephoneconversationaboutaplaceyouhave

25、visitedrecently.1. Sitbacktobackwithyourpartnersoyoucan'tseeeachother.2. PartnerA:Talkaboutwheretheplaceis,whattheclimateislike,whatyouthoughtaboutthepeople,andanyotherinterestingthingsyousawordid.PartnerB:Encourageyourpartnertotalkbyaskingquestionsandmakingcomments.3. Swaproles.PartnerBtellsPar

26、tnerAabouthishervisit.Step3HomeworkWriteashortpassageabouttheplacetheyhavevisitedrecently.Period5UsingLanguageTeachinggoalsTargetlanguageUsefulwordsandexpressions:luggage,tram,apparently,slip,bakery,ferry,hire,seagull,immigration,teamupwith,markout,takein,agreatmany.Teachingimportantanddifficultpoin

27、ts1. Improvethestudents'readingability(skimmingandscanning).2. enablethestudentstograsptheusefulwordsandexpressions.TeachingmethodsReading,discussion,cooperativelearningTeachingprocedures:Step1Lead-in1. LookatGeorge'sphotos.ThenquicklyreadGeorge'sdiary.Writethedayshesawthesethingsunderth

28、ephotos.2. ReadGeorge'sdiarymoreslowlyandanswerthequestions.I.WhydidAndrewHallidieinventthecablecarsystem?2. WheredidGeorgeeatlunchonhisfirstdayinSanFrancisco?3. WhydidGeorgehireacar?WhydoyouthinkhejoinedupwithTerriandPeter?4. NamethreethingsthatvisitorscandoinChinatown.5. WhatisAlcatrazIslandfa

29、mousfor?3. ReadGeorge'sdiaryagain.Putthemark"人"irtheplaceswhereGeorgehasleftoutsomewords.Discusswithothersinyourclass:WhydidGeorgeleaveoutsomewordswhenhewrotehisdiary?Step2Languagepoints1 .Teamupwith:makeaneffortincooperationwith;worktogetherwith与协力从事，合作Translate:Heteamedupwithanexperi

30、encedworkerintheproject.2 .hire解雇fire租，雇佣1)Youarefired,becauseyouaresolazyforthework.3.take in2) Imusthireahousewhenfindingajobinthecity.1. Hehadnowheretolivein,sowe2)Thedressneedstobetakenin.3)Theylistenedtomylecture,buthowmuchdidtheytakein,Iwonder?理解4)Don'tletyourselfbetakeninbythesepolitician

31、s.欺骗Takeoff拆开，拆散Takeon贬低，贬损名誉等Takeapart从事对.产生兴趣，打听，占用空间或时间Takeawayfrom,二脱下，脱去，起居，休假，离开Takeup开始雇佣，露出,承担，接受Step3Pairworkandconsolidation.Makesentenceswiththenewwordslearnedinthislesson.Step4Homework2. Readthepassageagain3. Prepareforthedictionoftheusefulwordsandexpressionsofthisunit4. Prepareforthewri

32、tingofthenextlesson.Period6WritingTeachinggoals1. Enablethestudentstotakeanactivepartinsearchingforinformationanddiscussion.2. Enablethestudenttowritashortgroupessayaboutacity,provinceorzoneinChinaandimprovethestudents'abilityofwriting.3. Enablethestudentstosharetheiressayswithothergroups.TeachingimportantanddifficultpointsHowtoorganizeandwriteashortessayaboutacity,pro