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1、选修 8 Unit 1 A land of diversity闽侯六中林锦安Period 1 Reading Teaching goals 1.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 points Learn the huge diversity of
2、 races and cultures in California. Teaching methods Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids A map, a blackboard and a computer Teaching procedures Step 1 Warming up. 1.Ask the students to describe what they learn about the USA. 2.Group w
3、ork: look 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-reading 1.Ask the students to tell things about California including its location, size, population, economy, history etc. What do you
4、learn about 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 reading 1.Read through the passage and get the main idea. 2.Reading comprehension. Ask the students the following questions:
5、 1)When you look 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
6、is a place in which people, ideas, etc of different kinds gradually get mixed together. 3.Beside each date note down an important event in Californian history. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 1 页，共 10 页 - - - - - - - - - - Step 4 Detail reading Beside each cultur
7、al group , write the period in which they first came to California in large numbers. Cultural groups Periods Cultural groups Periods Russians early 1800s Japanese Early 1900s Chinese Late 1840s/early 1850s Cambodians From about the 1970s Africans 1800s Koreans From about the 1970 Italians Late 1800s
8、 Danish 1911 Jewish 1920s Pakistanis From about the 1970s Step 5 After reading Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. ) Step 6 Homework Finish “Learning about language ” on page 4. Period 2 Extensive Reading Teaching aims: 1. Improve
9、 Ss ability of reading 2. 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。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(根据学生实际由集体备课确定) PART II READI
10、NG TASK(WB P51) 15,000 years ago 16th centure 1821 1846 1848 1850First settlers crossed the Bening Strait from Asia. These people are now known as Native Americans. Spanish soldiers arrived in South America. California became part of Mexico. The US declared war on Mexico. Gold was discovered in Cali
11、fornia. California became the 31st state of the US. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 2 页，共 10 页 - - - - - - - - - - Step 1. Fast reading to find the main topic of each paragraph:Step 2. T explains some difficult points.(由集体备课确定) Step 3. Homework ：read the passage
12、fluently and recite some parts. Period 3 Grammar Teaching aims 1.Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. 2.Help the students learn how to use the Noun Clauses. Teaching important and difficult points Differ the noun clauses. Teaching methods An
13、alysis and have some discussions. Teaching procedures Step 1 Preparation Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are. 1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. S
14、ubject clause(主语从句 ) 2)The fact that they arrived a long time before Europeans is what matters. Appositive clause( 同位语从句 ) & Predicative clause( 表语从句 ) 3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句 ) Step 2 Discussion Ask the students to d
15、iffer the Noun Clauses as the subject, object, predicative and oppositive. 名词性从句特征主语从句宾语从句表语从句同位语从句Step 3 Analysis 1.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别：whetherif, whatthat, whatwhatever, whowhoever, etc; 3)it 用作形式主语或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. Please tell me if/
16、whether you will go to the lectures tomorrow. II. It all depends on whether the sky will clear up. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 3 页，共 10 页 - - - - - - - - - - III. The question is whether the film is well worth seeing. IV. Whether he will be well tomorrow Im n
17、ot sure.V. Whether it is true remains a problem. A.引导宾语从句，位于及物动词后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, D if: A 2)Whatthat 的区别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 hap
18、py. IV. This is what makes us interested. V. The reason was that Tod had never seen the million-pound note before. 所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 的东西、事情否that 不缺无意义宾语从句中能省略3）whowhoever; whatwhatever 的区别I. The spoken English competition is coming. Who will attend the meeting hasn t been decided
19、yet. II. I believe whoever takes part in the competition will try his best. III. Can you tell me what you would like to order? IV. Whatever happens, don t be surprised.V. All the food here is delicious. Just order whatever you like. 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、
20、 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. 基本句型结构常用词语It is + 名词+ that 从句It is a fact/a shame/a pity/n
21、o wonder/good news/ that It is + 形容词+ that 从句It is necessary/strange/important/possible/likely/ that 这类主语从句中 ,谓语动词常为(should)+动词原形It is + 过去分词+ that 从句It is said/reported/decide d/known/ that It + 不及物动词+ that 从句It seemed/happened/doesn t matter/has turned out/ that Step 4 Practice 精品资料 - - - 欢迎下载 - -
22、 - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 4 页，共 10 页 - - - - - - - - - - 1)Exs.3&4, Students Book P5 2)Make sentences using noun clauses as the subject, object, predicative and appositive. Step 5 Homework 1. Review what we have learnt today. 2. Translate sentences: 1)显而易见 , 英语很重要 .(主语从句 ) 2)
23、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 ) Period 4 Listening and speaking Teaching goals Train their listening and speaking abilities. eaching important and difficult points Help the students to talk about position, space and direction and illustrate ways that listeners indi
24、cate that they are listening to the speaker. Teaching methods Pair work and group work, discussion and cooperation Teaching aids A recorder, a computer, and a blackboard Teaching procedures Step1 Listening 1.The first time the students listen to the tape they are expected to listen for the gist only
25、. 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 George s tour started3 California not as George expected 1 Where George is now 5 Californian people 2.Read the postcard on page 6 wi
26、th 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 check answers by playing the tape again and stopping when the missing details are given. Dear Sam, I m here in Joshua Tree N
27、ational 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 _American movies_ . Not everyone is _rich_ and not everyone lives near the _beach_. First traveled southeast through rich farmland
28、then to the central part. They grow everything here including _cotton, nuts, vegetables_ and fruit. Cattle too. Then traveled further _southeast_ into 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 5 页，共 10 页 - - - - - - - - - - mountains and _desert_.Californians are very frie
29、ndly, 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. George 3.Tell the students that when they listen to this time they are to focus on what Christie, who is mainly list
30、ening, 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 there? That is
31、interesting. How is the trip been? I wish I could see it for myself. What is it really like? That doesn t surprise me.Such as? Oh, I see. Hispanic? Sounds great 4.Get the students to compare their answers with their partners and check the answers. Step 2 Speaking With a partner hold a telephone conv
32、ersation about a place you have visited recently. 1.Sit back to back with your partner so you can t 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 part
33、ner to talk by asking questions and making comments. 3. Swap roles. Partner B tells Partner A about hisher visit. Step 3 Homework Write a short passage about the place they have visited recently. Period 5 Using Language Teaching goals Target language Useful words and expressions: luggage, tram, appa
34、rently, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a great many. Teaching important and difficult points 1.Improve the students reading ability (skimming and scanning). 2.enable the students to grasp the useful words and expressions. Teaching methods Reading, d
35、iscussion, cooperative learning Teaching procedures: Step 1 Lead-in 1.Look at George s photos. Then quickly read George s diary. Write the days he saw these things under the photos. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 6 页，共 10 页 - - - - - - - - - - 2.Read Georges dia
36、ry more slowly and answer the questions. 1.Why did Andrew Hallidie invent the cable car system? 2. Where did George 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
37、. What is Alcatraz Island famous for? 3. Read Georges diary again. Put the mark ” in the places where George has left out some words. Discuss with others in your class: Why did George leave out some words when he wrote his diary? Step 2 Language points 1.Team up with: make an effort in cooperation w
38、ith; work together with与 协力从事 ,合作Translate: He teamed up with an experienced worker in the project. 2.hire 解雇fire 租,雇佣1)You are _fired_, because you are so lazy for the work. 2) I must _hire_ a house when finding a job in the city. 3.take in 1)He had nowhere to live in, so we took him in. 接纳2)The dr
39、ess needs to be taken in.改小3)They listened to my lecture, but how much did they take in , I wonder?理解4)Don t let yourself be taken in by these politicians. 欺骗Take off 拆开 ,拆散Take on 贬低 , 贬损名誉等Take apart 从事 ,对.产生兴趣 ,打听 ,占用空间或时间Take away from 脱下 ,脱去 ,起居 ,休假 ,离开Take up 开始雇佣 ,露出 ,承担,接受Step 3 Pair work an
40、d consolidation. Make sentences with the new words learned in this lesson. Step 4 Homework 1.Read the passage again 2.Prepare for the diction of the useful words and expressions of this unit 3. Prepare for the writing of the next lesson. Take in 接受 ,接纳 ,接待吸收 ,领会,理解改小 (衣服 ) 包含 ,包括欺骗精品资料 - - - 欢迎下载 -
41、- - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 7 页，共 10 页 - - - - - - - - - - Period 6 Writing Teaching goals 1 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 imp
42、rove the students ability of writing.3 Enable the students to share their essays with other groups. Teaching important and difficult points How to organize and write a short essay about a city, province or zone. Teaching methods Research, cooperative learning Teaching aids A computer or some picture
43、s Teaching procedures: Step 1 Discussion 1.Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about. 2.Get the students to discuss their choices with other groups and make sure that each group will be writing about a different pl
44、ace. 3.Once the students have decided on a place, ask them to discuss what topics they will write about and in what order they will write about them. Here are some examples of topics. Topics Features Location Climate Geography History Population Production culture Step 2 1.Get the students to give e
45、ach person in the group one of the topics from the list to write a paragraph about. 2.when everyone has finished, ask the students to read the paragraphs aloud in the correct order, making suggestions for improving each others writing and check each others spelling, punctuation and grammar. 3.Get th
46、e students to decide what they want to write in concluding paragraph. It should make a common on the future development of this place. 4.Ask the students to write a clean copy of the whole essay. 5.Put in maps, pictures, tables or charts where necessary to make it attractive. 精品资料 - - - 欢迎下载 - - - -
47、 - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 8 页，共 10 页 - - - - - - - - - - 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 9 页，共 10 页 - - - - - - - - - - 文档编码：KDHSIBDSUFVBSUDHSIDHSIBF-SDSD587FCDCVDCJUH 欢迎下载 精美文档欢迎下载 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 10 页，共 10 页 - - - - - - - - - -