新课标人教版高中英语选修8全套精典教案

1、人教版高中英语选修八全册教案新课标人教版高中英语选修新课标人教版高中英语选修8教案目录Unit1AlandofdiversityUnit2CloningUnit3InventorsandinventionsUnit4PygmalionUnit5MeetingyourancestorsUnit1Alandofdiversity单元教学目标技能目标SkillGoalsTalkabouttheUSATalkabout(going)placesLearnthewordsabouttheUSALearnhowtoaskquestionsandmakecommentsLearntheusageoftheN

2、ounClausesWriteanintroductiontoplacesStudythecultureandpeopleoftheUSAII.目标语言Talkabout(going)placesWherehaveyouvisitedrecently?Whendidpeoplefirstlivethere?Whatistheclimatelike?功Whyisitsowarm/cold/dry/wetthere?能Whatsthepopulationof.?句Howmanynationalitieslivethere?式Whatdidyouthinkaboutthepeople?Whatist

3、hemostimportantfestivalthere?Howdotheycelebrateit?Whatotherinterestingthingsdidyousee?Thatsinteresting/terrific/marvelous/cool/lovely/beautiful,wonderful!Youreexciting/wonderful.Good/Creative/Fantastic/Superjob!1四会词汇StraitdistinctArcticmeansmajorityministryCatholichardshipelectfederalrailpercentageI

4、talyDenmarkboomaircraftKoreaKoreanPakistanimmigrationracialcrossingvicenephew词poleapplicantcustomssocialistoccurcattleindicateluggage汇shavetramapparentapparentlybrakeconductorslipbakeryferryhireseagullanglenowherepunishmentjusticemourncivilauthorityreformgraspthankfulinsert2认读词汇illustrate,Alaska,pre

5、historic,immigrant,Hollywood,Laotian,conqueror,cable,Andrew,wharf,Alcatraz3词组Liveon,theArctic,bymeansof,makealife,keepup,backtoback,teamupwith,markout,takeinagreat/goodmany,applyfor结LearntousetheNounClauses构However,itislikelythatNativeAmericanswerelivinginCalifornia.P2重2.OfthefirstSpanishtogoto.,the

6、majoritywere.P2点3.Thatiswhy.P2句4.Somediedorreturnedhome,but.P2子5.AlthoughChineseimmigrants.,itwasthebuildingof.P2Itisbelievedthatbeforelong.P3Builtin1873.wasinventedby.P8Itsa.thattakesin.P8Hewasnoticedby.andtofind.P51Hespokepubliclyabout.,usinghisfametohelp.P51皿教材分析和教材重组1.教材分析本单元以“地域文化”为主题,旨在通过单元教学，

7、使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。本单元旨在通过对世界各地的名胜古迹、风土人情的研究与学习，丰富学生的世界地域文化知识，开扩视野，培养他们热爱祖国、热爱

8、大自然、保护名胜古迹、造福人类的高尚情操。1.1WarmingUp要求学生查阅美国地图，讨论有关美国地理方面的知识，为下一步的学习做好热身准备。Pre-reading要求学生讨论有关加利福尼亚州的几张图片，了解当地风土人情、民俗文化。Reading主要介绍了加利福尼亚州人口及民族、种族构成、融合、变迁的历史。通过学习，使学生了解加州不仅是美国人口最多的州，同时也是民族、种族最多、文化最为多元的州。Comprehending要求学生在理解课文的基础上，写出发生在加州的重大历史事件，并分析讨论新世纪加州为什么会成为多种文化交织的共同体的原因。LearningaboutLanguage由Discov

9、eringusefulwordsandexpressions和Discoveringusefulstructures两部分组成。并设计了词性转换、用课文中所学习的重点词汇填空、补全对话等练习。UsingLanguage由Readingandwriting,Listeningandspeaking组成，通过对学生听说读写综合能力培养，要求学生在了解相关知识的基础上，阅读并改写部分游记；想象自己在某地度假，给朋友发一封电子邮件或寄一张贺卡介绍该地区的相关情况。SUMMINGUP要求学生总结本单元所学的词汇、结构、话题等知识和内容LEARNINGTIP从对话时应该注意的问题这一角度，对学生进行学法指

10、导。2教材重组WarmingUp,Pre-reading,Reading和Comprehending四部分，都是关于美国加利福尼亚州简介的内容，整合为一节精读课。LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及Workbook中的USINGWORDSANDEXPRESSIONS都是关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法,以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。LearningaboutLanguage中的Discoveringusefulstructures和Work

11、book中的USINGSTRUCTURES，都是有关名词性从句的用法的讲解与练习，整合为一节语法课。UsingLanguage中的Readingandwriting,Listeningandspeaking，都是与假日旅游相关的知识，整合为一节综合课(I)。Workbook中的LISTENING,LISTERNINGTASKANDREADINGTASK，都是关于新奥尔良以及爵士乐及其创始人等相关内容,整合为一节泛读课。Workbook中的TALKING以及SPEAKINGTASK与WRITINGTASK四个部分,都是关于中国城市、省份或地区的简介等方面的内容,整合为一节综合课(二)。3.课型设

12、计与课时分配1stPeriodReading2ndPeriodLanguagestudy3rdPeriodGrammar4thPeriodIntegratingskills(I)5thPeriodExtensivereading6thPeriodIntegratingskills(II)M分课时教案TheFirstPeriodReadingTeachinggoals教学目标Targetlanguage目标语言a.重点词汇和短语strait,means,slavery,Spain,majority,Catholic,Mexico,immigration,percentage,Denmark,Da

13、nish,aircraft,Korea,Korean,Pakistan,Pakistani,mix,mixture,nationality,racial,theBering,bymeansof,thePacificIslands,makealifeb.重点句子However,itislikelythatNativeAmericanswerelivinginCalifornia.P2OfthefirstSpanishtogoto.,themajoritywere.P2Thatiswhy.P2Somediedorreturnedhome,but.P2AlthoughChineseimmigrant

14、s.,itwasthebuildingof.P2Itisbelievedthatbeforelong.P3Abilitygoals能力目标EnablethestudentstotalkaboutthehistoryofCalifornia.Learningabilitygoals学能目标EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.Teachingimportantpoints教学重点EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornianhis

15、tory.Teachingdifficultpoints教学难点EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticulturalcommunityinthe21stcentury.Teachingmethods教学方法Skimming,scanninganddiscussion.Teachingaids教具准备Arecorder,acomputer,aprojectorandsomepictures.Teachingprocedures&ways教学过程与方式StepILead-inT:Boysandgirls,weve

16、learnedEnglishseveralyears.WeknowthatEnglishismainlyusedinEngland,Australia,theUnitedStatesofAmerica,etc.AndwerenowlearningAmericanEnglish.ButhowmuchdoyouknowabouttheUnitedStatesofAmericaalandofdiversity?Asweallknow,theUSisaworldpowerwiththemostdevelopedeconomy.ItliesintheNorthAmerica,borderingbotht

17、heNorthAtlanticOceanandtheNorthPacificOcean,betweenCanadaandMexico.TherearefiftystatesintheUS.Forty-eightofthemareinthesingleregionbetweenCanadaandMexico;thisgroupisreferredto,asthecontinentalorcontiguousUnitedStates.Twoofthe50states,Alaska(astateinnorthwesternNorthAmerica)andHawaii(astateinthecentr

18、alPacificontheHawaiianIslands),arenotcontiguouswithanyoftheotherstates.Inthepastfewyears,weveseenorheardmanyoftheworldseventswhichhavesomethingtodowiththeUS,suchastheSeptember11attacks,Iraqiwar,KartrinaHurricane,etc.Todaywearegoingtolearnmoreaboutthispowerfulcountry.First,lookatthefollowingpictures.

19、Showsomepicturesonthescreen.T:Allright.Nowpleasetellmewhatyouknowaboutthem?Whowantstohaveatry?S1:TheAmericanflagistheStar-SpangledBanner.Thereare50starswithwhiteandredstripsontherestoftheflag.S2:Thestarsstandfor50states.Theredcolorsymbolizescourage;thewhitesymbolizesfreedomandthebluemeansloyaltyandj

20、ustice.S3:TheWhiteHouseistheexecutivemansionofthePresidentoftheUnitedStates.TheAmericanPresidentlivesandworksinthebuilding.S4:Therearemanyimportantplacesinit,suchasthepressroomandtheovaloffice.S5:TheStatueofLibertyisstandingonasmallislandinNewYorkHarbor.S6:In1886,FrenchsentitasagiftforAmericanIndepe

21、ndenceDayonher100thanniversary.S7:Thecrownedladyis46metershigh,withatorchinherrighthandholdingaloftandDeclarationofIndependenceinherleft.S8:Foracentury,theLibertyhasbeenstandingontheIslandproudlysymbolizingthespiritofindependenceoftheUSA.T:Veryexactly.WhatelsedoyouknowabouttheUSA?S9:Afederalrepublic

22、,UnitedStatesofAmericaiscomposedofafederaldistrict,WashingtonDCand50states.AllthestatesexceptforHawaiiislandsaresituatedinmainlandAmerica.S10:Ithasapopulationofabout2,900million.Itsareais9,370,000sqkm.S11:TheclimateofUSAismainlytemperateinnaturebutinHawaiiandFlorida,itistropical.S12:Thelanguagetheym

23、ainlyuseisEnglish.StepIIWarmingupAskthestudentstoturntopage1andlookatthemapoftheUSAandtalkaboutitingroupsof4.Fillinthegivenform.Thenwriteonthemapthenamesoftheoceans,countries,mountainranges,lakes,riversandbigcities.Atlast,checktheanswerswiththewholeclass.T:Goodjob!Doyouwanttolearnmoreknowledgeaboutt

24、heUSA?Nowpleaseopenyourbooksandturntopage1.HereisamapoftheUSA.Pleaselookatitcarefully.Trytowriteonthemapthenamesoftheoceans,countries,mountainranges,lakes,riversandbigcities.OceansCountriesMountainRangesLakesRiversCitiesEastWestNorthSouthWestEastHuron,MississiWashingtPacifAtlantCanaMexiCascaAppalach

25、Ontarioppion,icicdacode,ianNewCoast,MichigYork,Brook,an,LosAlaskaErie,Angeles,SuperioChicago,RockyrHouston,Sfri-fJ4lAKEPAlfitoit鶴1和.fhlmgLionPhufiriiTHouslisrf|珂n严g/列drkiiit2袖iw*0什RDSfri-fJ4lAKEPAlfitoit鶴1和.fhlmgLionPhufiriiTHouslisrf|珂n严g/列drkiiit2袖iw*0什RD0100KIFomplGrearUn,tedStateUADNIW*IE&ICAKm*

26、ER石(AttwarpAetrir0(hATAIItV|.eivAnqlr*、iMmip匕1弭K市Fujrjr-tow卄厂VIPwH讥*11MEXICOPhiladelphia,Miami,Atlanta,SanFranciscoStep皿Pre-readingT:CanyoufindthelocationofCalifornia?Wheredoesitlie?S1:Yes,itislyingonthePacificOceaninthewestandonMexicointhesouth.S2:CaliforniaisonthewestcoastoftheUnitedStates,whichis

27、diverseintopography,climateandecologicalenvironment.T:Correct.Anythingelsedoyouknowaboutthestate?S2:Ithasanareaof411squarekilometers.AnditisoneoftheAmericanstatesofthelargestpopulation,withthemostdevelopedeconomy.S3:Youareright.Itseconomytakesthefirstplaceamongallthestates.Soitsoneofthemostimportant

28、states.S4:Thepleasantweather,longbeachandgracefulnaturallandscapemakethetourismprosperous.T:Welldone!JustaspeoplegototheUSAfrommanyplacestoday,sodidinancienttimes.TodayweregoingtolearntheshorthistoryofCalifornia.NowpleaselookatthepicturesaboutCalifornia.Anddiscussingroupsof4whateachpicturemeanstoyou

29、.Afewminuteslater,Illasksomeofyoutosaysomethingaboutthem.Afewminuteslater.T:OK,nowIdlikesomeofyoutosaysomethingaboutthepictures.S1:IcanseeaNativeAmericanfarmerintheleftpictureonpage1.Hewasstandingbesideacampintheforest.Itseemedthathefeltveryhappy.Maybehehadagoodharvest.S2:Thevillagersmovedtothesevar

30、iouscampsintheforestsduringtheharvestseason,dependingonthetypeofcropbeinggathered.S3:Inthemiddlepicture,amanwaspanninggold.Helookednotonlythinandweak,butalsothirstyandtired.S4:Ithinkitwasdifficultforthemtoachievethedreamofbecomingrich.S5:Hemighthavetogiveup,leaveCaliforniaandgobackhome.S6:Therightpi

31、ctureillustratesmodernCaliforniawithbeautifulbuildingsandbusystreet.S7:By1990,thenationsbeingimmigratedfromdifferentpartsoftheworldhadmadeCaliforniaintothemostraciallyandethnicallydiversestateinthecountry.S8:Thepictureonpage2showsusaSpanishreligiousman.S9:Thepictureonpage3showsusIndianchildrenwereal

32、lowedtoattendpublicschools.S10:ThenumberofAfricanAmericansinCaliforniaincreaseddramaticallyfollowingtheturnofthe20thcentury.StepWReadingScanningAskthestudentstoreadthetextsilentlyandthenasksomequestionsaboutthetext.T:Todayweregoingtoreadashorthistoryofwesternpainting.Nowletsreaditquicklyandfindoutth

33、eanswerstothequestionsonthescreenwithyourpartners.Showthequestionsonthescreen.WhowerethefirsttoarriveinCaliforniatorushforgold?WhenandwhydidthelargenumberofChineseimmigratetoCalifornia?WhatattractedpeoplefromdifferentpartsoftheworldtoimmigratetoCalifornia?T:NowwhocananswerQuestion1?S1:SouthAmericans

34、andpeoplefromtheUnitedStates.T:Good!WhodliketoanswerQuestion2?S2:DuringtheGoldRushPeriod,manyChineseimmigratedtoCaliforniatoachievetheirdreamofbecomingrich.S3:Inthe1860s,alargenumberofChinesewenttheretobuildtherailwayfromthewesttoeastcoast.T:Exactly.Howaboutthethirdquestion?S4:Ithinkthetemperateclim

35、ateattractedimmigrantstoCalifornia.S5:Maybethemodernlifestylethereismoreattractivetopeoplefromotherpartsoftheworld.T:Goodjob!SkimmingInthispart,thestudentswillreadthetextagainandtrytogetthemainideaingroupsof4.Thenshowthefollowingformonthescreen.Givethemafewminutestofillintheform.Thenchecktheanswersw

36、iththewholeclass.T:Nowpleasereadthetextagain.Andthenletstrytogetthemainideaofthetext.Illshowtheformonthescreenandgiveyouafewminutestofillinit.Showtheformwithblanksonthescreen.CALIFORNIAStagePeopleTimeEventNativeAsians15,000ArrivedfirstAmericansNatives1600sSufferedbyEuropeansSpanishSpanish1600sTookna

37、tiveslandRuledbySpain1800sBecamepartofMexico1821Declaredwar&Givenback1846SettledinRussiansRussians1800sSettledinGoldminersSouth1848Discovered&RushAmericansforgoldAmericans,Europeans,Asians1850BecameastateAfricans1800sMovedfromMexicoChinese1860sBuilttherailwayJapaneseEarly1900FarmedDenmark1911Establi

38、shedatownJewishBy1920sDevelopedindustryItaliansLate1900sFishedandmadewineAfricans19421945Workedinship&AfricansaircraftindustriesRecentarrivalsIndians,1970sWorkedinPakistanisComputerindustryCambodians,RecentImmigratedKoreans,decadesVietnamese,LaotiansFutureDifferentpartsFutureImmigratedExplanationT:N

39、owletsdealwithsomelanguagepointsinthetext.Lookatthesentencesonthescreen.Whocanexplainthesentences?Showthefollowing.However,itislikelythatNativeAmericanswerelivinginCalifornia.P2OfthefirstSpanishtogoto.,themajoritywere.P2Thatiswhy.P2Somediedorreturnedhome,but.P2AlthoughChineseimmigrants.,itwasthebuil

40、dingof.P2Itisbelievedthatbeforelong.P3StepVComprehendingAskthestudentstoreadthepassageagainandtrytoknowmoreaboutthepictures,thepeopleandtheeventsindifferenthistoryperiods.FirstaskstudentstopracticeActivities1-3inpairs.Andthenchecktheanswerswiththewholeclass.T:Readthepassageagain.NowIdlikeyoutopracti

41、ceActivity1.S1:Thefirstpictureonpage2showsussomelife-stylesoftheNativeAmericansinCalifornia.NativeAmericansfirstarrivedandhavelivedinCaliforniaforthousandsofyears.S2:TheyestablishedtheirhomesalongthecentralCaliforniacoastlongbeforetheEuropeansarrived.S3:TheysufferedalotbyEuropeans,thousandswerekille

42、dorforcedintoslavery.S4:Themiddlepictureonpage2isabouttheGoldRushinCalifornia.S5:Oneofthelargesthumanmigrationsinhistoryasahalf-millionpeoplefromaroundtheworlddescendeduponCaliforniainsearchofinstantwealth.S6:Manydiedorreturnedhome,butmostofthemremainedinCalifornia.S7:TherightoneshowsthatCaliforniai

43、samulticulturalcitywitharchitecturesofdifferentstyles.S8:Attractedbytheclimateandlifestyle,moreandmorepeoplefromdifferentpartsoftheworldliketoimmigratetoCalifornia.S9:Inthe21stcenturyCaliforniawillbecomesuchamulticulturalstatewithamixtureofmanyracesandcultures.S10:Thepictureonpage3showsusaCatholicre

44、ligiousmanwhocametoCaliforniatoteachthenatives.S11:Intheearly16thcentury,Spanishfoughtagainstthenaivepeople,tooktheirlandandsettledinCalifornia.S12:WecanseesomanyAfricanAmericanswerehavingclassesintheschool.S13:In1924,theUnitedStatesCongressgaveNativeAmericansthesamerightsasothercitizensforthefirstt

45、ime.S14:Schoolsegregationanddiscriminationinhousingwerebanned,butAfricanAmericansstillencounteredprejudiceandhostility.T:Readthepassageagain.AnddoActivities23inpairs.Afewminuteslater.T:OK,Illasksomeofyoutoshowyouranswers.Sampleanswers:(Refertotheaboveform)StepWConsolidationFirstaskthestudentstotalka

46、boutthewritingstyleandtechniques,writingcharacteristicofthistextingroupsof4,andchecktheanswerswiththewholeclass.Thenaskthestudentstofindoutthemainideaofthepassageandtrytoretellthetextinpairs.Afewminuteslater,asksomeofthemtoretellittothewholeclass.T:NowIdlikeyoutotalkaboutthewritingstyleandtechniques

47、,writingcharacteristicofthistextingroupsof4.Afewminuteslater.T:Allright,whatsthewritingstyleandtechniques,writingcharacteristicsofthistext?Whocantellme?Ss:Writingstyleandtechniques:Thepassageisahistoricalnarrativearticle.ItintroducesbrieflythemainhistoryeventsofdifferentperiodsoftimesinCalifornia.It

48、alsodescribeswhen,howandwhythepeoplefromdifferentpartsoftheworldimmigratedtoCalifornia.TheshorthistoryofCaliforniaisdescribedclearlyandaccurately,whichgivesthereadersadeepimpression.Ss:Writingcharacteristics:Thetextisarrangedwellintheorderoftime.Thetextcatchesthefeatureofpeopleandthingsandusesadject

49、ives.Thetextcentersonthesubjectandthepurpose.Thetextseemsmorevividandlivelywiththeinsertedpictures.T:Welldone!NowIllgiveyouafewminutestofindoutthemainideaofthepassageandpracticeretellingthetextinpairswiththehelpoftheformaboutthetext.Showtheaboveformagainonthescreen.T:Allright.Idlikesomeofyoutotellus

50、themainidea.Ss:Mainidea:ThetextmainlyintroducestheshorthistoryofCalifornia.Itdescribesthegreathistoryeventshappenedinvarioustimes.Italsotellsuswhen,howandwhydifferentpeoplefromallovertheworldhavingbeenimmigratingtoCalifornia.Itexplainstousthereasonswhyitwillbeasimplemulticulturalcommunityinthe21stce

51、ntury.T:OK,itstimeforustodosomeretellingwork.Whodliketohaveatry?Ss:CaliforniaisthethirdlargeststateintheUSAwiththemostdevelopedeconomy.15,000yearsago,thefirstsettlerscrossedtheBeringStraitfromAsiaandarrivedinCalifornia.TheNativeAmericanssufferedgreatlyafterthearrivalofEuropeansinthe16thcentury.Inthe

52、18thcentury,CaliforniawasruledbySpainuntil1821thepeopleofMexicogainedtheirindependencefromSpain.CaliforniathenbecamepartofMexico.ButaftertheAmerican-Mexicanwarin1846,CaliforniawasgivenbacktotheUSA.In1848,inCaliforniaGoldwasdiscovered,whichattractedpeoplefromallovertheworldtoarrivetheretoachievetheir

53、dreamsofbecomingrich.In1850,Californiabecamethe31ststateoftheUSAasamulticulturalsociety.Attractedbytheclimateandlifestyle,moreandmorepeoplefromdifferentpartsoftheworldhavingbeenimmigratingtoCalifornia,includingAsians,Africans,AmericansandEuropeans.Inthenearfuture,Californiawillbecomeamixtureofmanyra

54、cesandcultureswithoutanymajorracialorculturalgroups.StepWHomeworkAskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsintheirownwordsandwrite34sentences.Askthestudentstoprepareforthewordformationsandcollectsuffixesofthenouns,verbsandadjectives.TheSecondPeriodLanguagestudyTea

55、chinggoals教学目标Targetlanguage目标语言重点词汇和短语Catholic,slavery,Spanish,mix,mixture,nationality,majority,immigrant,percentage,makealife,agreatmanyAbilitygoals能力目标Enablethestudentstolearnaboutthewordtransformationbetweenthenouns,adjectivesandverbs.Learningabilitygoals学能目标Helpthestudentslearnhowtoknowtheparts

56、ofspeechaccordingtothesuffixes.Teachingimportantpoints教学重点GetthestudentstoknowthewordabouttheUSA.Teachingdifficultpoints教学难点Getthestudentstoknowthewordformationbyaddingsuffixes.Teachingmethods教学方法Studyindividually,practiceingroups.Teachingaids教具准备Acomputerandarecorder.Teachingprocedures&ways教学过程与方式S

57、tepIRevisionAskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsintheirownwordsandwrite34sentences.Askthemtosharetheiranswersandshowtheiropinions.T:Firstofall,letsdealwithourhomework.NowworkingroupsanddiscussthequestioninActivity3onpage3,tryingtoexplainthereasonsinyourownwo

58、rdsandwrite34sentences.Shareyouranswerswithyourgroupmembers.Asamplediscussion:S1:TheNativeAmericansofCaliforniaarecontinuingtohealfromthewoundsofthepast.AsCaliforniarecognizesthevalueofitsmulti-ethnicdiversity,itsnativepeopleareencouragedtocelebratetheirheritageandshareitwiththewiderCaliforniacultur

59、e.S2:ThenumberofAfricanAmericansinCaliforniaincreaseddramaticallyfollowingtheturnofthe20thcentury.Althougholdpatternsofprejudicepersisted,AfricanAmericansadvancedinpolitics,business,sportsandentertainment.Schoolsegregationanddiscriminationinhousingwerebanned,butproblemsofunemployment,underemployment

60、andracismcontinuetobeaddressedintheAfrican-Americancommunity.S3:By1990,thenumberofEuropeanandCanadianimmigrantshadfallendramatically,tolessthan10percent,andthenumberofimmigrantsfromMexicoandCentralAmericahadclimbedtowelloverhalfofthetotal.S4:Additionally,CaliforniasshareofAsianimmigrantsdoubledandno