1、選修8Unit1Alandofdiversity閩侯六中林錦安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)，為終身學(xué)習(xí)奠定良好基礎(chǔ)。PARTIREADING(P8)Step1.Fastreading:SBP7PART1.Step2.Carefulreading:ReadGeorge'sdiaryandanswerth

8、e5questionsonPARe92Step3.Payattentiontothemainwords,phrasesandsentences6艮據(jù)學(xué)生實(shí)際由集體備課確定)PARTIIREADINGTASK(WBP51)Step1.Fastreadingtofindthemaintopicofeachparagraph:Step2.Texplainssomedifficultpoints.（由集體備課確定）Step3.Homework:readthepassagefluentlyandrecitesomeparts.Period3GrammarTeachingaims1. Enablethes

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

10、lowingsentences.Thentellwhattypesofnounclausestheyare.1）WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause（主語(yǔ)從句）2）ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.Appositiveclause（同位語(yǔ)從句）&Predicativeclause（表語(yǔ)從句）3）IbelievethatthenativeAme

11、ricansweretreatedbadlywhenthefirstEuropeanscame.Objectclause（賓語(yǔ)從句）Step2DiscussionAskthestudentstodiffertheNounClausesasthesubject,object,predicativeandoppositive.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Step3Analysis1 .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)另1J：whetherif,whatthat,whatwhatever,whowhoever,etc;3）it用作形式主語(yǔ)或

12、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. Pleasetellmeif/whetheryouwillgotothelecturestomorrow.II. Italldependsonwhethertheskywillclearup.III. Thequestioniswhetherthefilmiswellworthseeing.IV. WhetherhewillbewelltomorrowI'mnotsure.V. Whetheritistrueremainsaproblem.A.引導(dǎo)賓語(yǔ)從句，位于及

13、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)另I. Ithinkthatitisunnecessaryformetospeaklouder.II. Hismotherissatisfiedwithwhathehasdone.III. Thathewasabletocomemadeushappy.IV. Thisiswhatmakesusinterested.V. ThereasonwasthatTodhadneverseenthemillion-poundnotebefore.所

14、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；所的東四、事情否that不缺無(wú)意義賓語(yǔ)從句中能省略t been decide(3)whowhoever;whatwhatever的區(qū)另1JI. ThespokenEnglishcompetitioniscoming.Whowillattendthemeetinghasnyet.II. Ibelievewhoevertakespartinthecompetitionwilltryhisbest.III. Canyoutellmewhatyouwouldliketoorder?IV. Whateverhappens,don'

15、tbesurprised.V. Allthefoodhereisdelicious.Justorderwhateveryoulike.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）常見的it作形式主語(yǔ)的結(jié)構(gòu)基本句型結(jié)構(gòu)常用詞語(yǔ)Itis+名詞+that從句Itisafact/ashame/apity/nowonder/goodnews/Itis+形容詞+that從句Itisnecessary/strange/important/possible/likely/這類土語(yǔ)從句中，謂語(yǔ)動(dòng)詞常

16、為(should)+動(dòng)詞原形Itis+過去分詞+that從句Itissaid/reported/decided/known/thatIt+不及物動(dòng)詞+that從句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）顯而易見，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)未到過那兒這事實(shí)是真的.（同位語(yǔ)從句）4）問題是我們下一步該怎么做.（表語(yǔ)從句）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與協(xié)力從事，合作Translate:Heteamedupwithanexperi

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

31、s.欺騙Takeoff拆開，拆散Takeon貶低，貶損名譽(yù)等Takeapart從事對(duì).產(chǎn)生興趣，打聽，占用空間或時(shí)間Takeawayfrom,二脫下，脫去，起居，休假，離開Takeup開始雇傭，露出,承擔(dān)，接受Step3Pairworkandconsolidation.Makesentenceswiththenewwordslearnedinthislesson.Step4Homework2. Readthepassageagain3. Prepareforthedictionoftheusefulwordsandexpressionsofthisunit4. Prepareforthewri

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