人教版高中英语选修八教案(全册).doc

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1、教 案Unit 1 A land of diversity教学内容分析：本单元主要围绕了具有多元文化的美国这一主题展开，其中重点介绍了佳利福尼亚州的多元文化特征。本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。本单元所涉及的要点：通过了解美国的多元文化特征，培养学生跨文化交际意识；通过对加州移民的深入了解，使学生认识到“美国是民族的熔炉”；掌握本单元教学目的和要求中词汇的用法；掌握在书面表达中如何使用“方向和位置”来介绍一个地方和描述一个事件，以及鼓励别人说话的方法；掌握名词性从句的具体用法。Period 1 ReadingTeaching goals1. Ena

2、ble the students to talk about things about the USA.2. Help the students learn the huge diversity of races and cultures in America, especially inCalifornia.Teaching important and difficult pointsLearn the huge diversity of races and cultures in California.Teaching methodsFast and careful reading; as

3、king and answering activity; individual, pair or group work.Teaching aidsA map, a blackboard and a computerTeaching proceduresStep 1 Warming up.1. Ask the students to describe what they learn about the USA.2. Group work: look at the map of the USA with your group. Write on the map the names of asman

4、y of the following as you can. Compare your names with other groups.Step 2 Pre-reading1. Ask the students to tell things about California including its location, size, population,economy, history etc. What do you learn about California?2. Show the students some pictures and encourage students not on

5、ly to say what each picture isabout but how each one relates to California.Step 3 Fast reading1. Read through the passage and get the main idea.2. Reading comprehension.Ask the students the following questions:1) When you look at the title, what so you think of ?A land of differences. California is

6、a land of great differences differences in climate, inlandscape 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 itis a place in which people, ideas, etc of different kinds gradually get mixed together.3. Besid

7、e each date note down an important event in Californian history.Step 4 Detail readingBeside each cultural group , write the period in which they first came to California in largenumbers.Cultural groups Periods Cultural groups PeriodsRussians early 1800s Japanese Early 1900sChinese Late 1840s/early 1

8、850s Cambodians From about the 1970sAfricans 1800s Koreans From about the 1970Italians Late 1800s Danish 1911Jewish 1920s Pakistanis From about the 1970sStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4sentences to explain. )Step 6 HomeworkFinish

9、 “Learning about language” on page 4.15,000 years ago16th centure 18211850 1848 1846First settlers crossedthe Bening Strait fromAsia. These people arenow known as NativeSpanish soldiersarrived inSouth America.Californiabecamepart of Mexico.The US declaredwar on Mexico.Gold wasdiscoveredin California

10、.Californiabecame the 31ststate of the USA.Period 2 Language pointsTeaching aims:1. Learn expressions and phrases.2. Learn language points.Teaching important points:Language pointsTeaching methods:Presentation and practiceTeaching proceduresStep 1 RevisionRetell the passageStep 2 phrasesthe third la

11、rgest state 第三大州A multicultural state 一个具有多种文化的州By means of 通过工具In prehistoric timesIn addition 另外die from 死于In the 18 century 在18 世纪Fight against 反对.而战争The majority 大多数Gain independence 获得独立Achieve ones dream 实现某人的梦想Make a life (for sb) 谋生Step 3 Language points1. means: a method or a way of doing.

12、方式，方法，手段（但复数同形）Translate:一切可能的办法都试过了。All possible means have been tried.= Every possible means has been tried.by means of : by using 依靠，凭借2.occur: come into sbs mind (想起，想到)happen, take place(发生)1)When did the accident occur?发生2)A good idea occurred to me all at once.想到3.multi-前缀，是“多，多方面，多方向”的意思mult

13、i-coloured 多色的multi-racial country 多种族国家multi-media 多媒体multiparty 多党multiparty system 多党制multi-purpose 多种用途思维拓展：mono-前缀：one, single 单eg: a monolingual dictionary(单语词典)bi-前缀：two, twice, double 双eg: a bilingual dictionary(双语词典)4.Declare v.宣告，声称，宣称，申报translate the following sentences1) War was declared

14、 on the enemy.2) She declared that she knew nothing about it.3) Have you anything to declare.declare oneself 发表态度declare war on/upon 宣战declare against 声明反对declare for 声明支持5.Keep up:保持,坚持,持续1)The manager asked the workers to keep up the work.2)The rain kept up for two days and the roads were floaded.

15、Step 4 Exercises: translation1.我就是想不起他的名字.(occur)His name just didnt occur to me.2.他宣称他是正确的.(declare)He declared that he was right.3.鼓起勇气,成功就属于你.(keep up)Keep up your courage, and success will be yours.4.他虽然不会说话,但能通过手势让别人知道他的意思.(by means of)He couldnt speak, but made himself understood by means of s

16、igns.Step 5 HomeworkReview the language points.Period 3 GrammarTeaching aims1. 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 pointsDiffer the noun clauses.Teaching

17、 methodsAnalysis and have some discussions.Teaching proceduresStep 1 PreparationAsk the students to underline the noun clauses in the following sentences. Then tell what types ofnoun clauses they are.1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is notimportan

18、t. Subject 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. Objectclause(宾语从句)Step 2 DiscussionAsk the students to differ th

19、e 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 Analysis1.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/whether you

20、will go to the lectures tomorrow.II. It all depends on whether the sky will clear up.III. The question is whether the film is well worth seeing.IV. Whether he will be well tomorrow Im not 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whethe

21、r: A, B, C, Dif: A2)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 happy.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

22、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 hasnt been decidedyet.II. I believe whoever takes part in the competition will try his best.III. Can you tell me what you would like to orde

23、r?IV. Whatever happens, dont 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、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.

24、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/no wonder/good news/thatIt 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 +

25、 that 从句 It is said/reported/decided/known/thatIt + 不及物动词 + that 从句 It seemed/happened/doesnt matter/has turned out/thatStep 4 Practice1)Exs.3&4, Students Book P52)Make sentences using noun clauses as the subject, object, predicative and appositive.Step 5 Homework1. Review what we have learnt today.

26、2. Translate sentences: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)Period 4 Listening and speakingTeaching goalsTrain their listening and speaking abilities.Teaching important and difficult pointsHelp the students to talk about position, space and direction and

27、 illustrate ways that listenersindicate that they are listening to the speaker.Teaching methodsPair work and group work, discussion and cooperationTeaching aidsA recorder, a computer, and a blackboardTeaching proceduresStep1 Listening1. The first time the students listen to the tape they are expecte

28、d to listen for the gist only. ReadEx1 on page 6 with students so that they know what to listen for and play the recording rightthrough without stopping.4 Geographic areas of California2 Where Georges tour started3 California not as George expected1 Where George is now5 Californian people2. Read the

29、 postcard on page 6 with 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 ifnecessary and then check answers by playing the tape again and stopping when the missingdetails are given.Dear Sam,Im here

30、in Joshua Tree National Park, in the_southeastern_part of California. Have been traveling around the state of_california_ for three weeks now. Very different from whatI have seen in _American movies_ . Not everyone is _rich_and not everyone lives near the _beach_. First traveledsoutheast through ric

31、h farmland then to the central part.They grow everything here including _cotton, nuts, vegetables_and fruit. Cattle too. Then traveled further _southeast_ intomountains and _desert_.Californians are very friendly,and they are from many different _races_ and cultures.Every culture has its own _music_

32、, _festivals_, food and art.Most interesting. Wish you were here. Give my love to Paula.George3. Tell the students that when they listen to this time they are to focus on what Christie, who ismainly listening, says. Play the tape and stop after each thing that Christie says so thatstudents can write

33、 down her words according to the chart on page 7.Christies questions That is interesting.Where are you ? Cool.Where is that? You watch too many American movies.What are you doing down there? That is interesting.How is the trip been? I wish I could see it for myself.What is it really like? That doesn

34、t surprise me.Such as? Oh, I see.Hispanic? Sounds great4.Get the students to compare their answers with their partners and check the answers.Step 2 SpeakingWith a partner hold a telephone conversation about a place you have visited recently.1. Sit back to back with your partner so you cant see each

35、other.2. Partner A: Talk about where the place is , what the climate is like, what you thought aboutthe people, and any other interesting things you saw or did.Partner B: Encourage your partner to talk by asking questions and making comments.3. Swap roles. Partner B tells Partner A about hisher visi

36、t.Step 3 HomeworkWrite a short passage about the place they have visited recently.Period 5 Using LanguageTeaching goalsTarget languageUseful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull,immigration, team up with, mark out, take in, a great many.Teaching import

37、ant and difficult points1. Improve the students reading ability (skimming and scanning).2. enable the students to grasp the useful words and expressions.Teaching methodsReading, discussion, cooperative learningTeaching procedures:Step 1 Lead-in1. Look at Georges photos. Then quickly read Georges dia

38、ry. Write the days he saw thesethings under the photos.2. Read Georges diary 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 Ter

39、ri and Peter?4. Name three things that visitors can do in Chinatown.5. What is Alcatraz Island famous for?3. Read Georges diary again. Put the mark” in the places where George has left out somewords. Discuss with others in your class: Why did George leave out some words when hewrote his diary?Step 2

40、 Language points1. Team up with: make an effort in cooperation with; 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

41、1) He had nowhere to live in, so we took him in.接纳2)The dress 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)Dont 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,

42、休假,离开Take up 开始雇佣,露出,承担,接受Step 3 Pair work and consolidation.Make sentences with the new words learned in this lesson.Step 4 Homework1. Read the passage again2. Prepare for the diction of the useful words and expressions of this unit3. Prepare for the writing of the next lesson.Period 6 WritingTeach

43、ing goals1 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 andimprove the students ability of writing.3 Enable the students to share their essays with other groups.Teaching

44、 important and difficult pointsHow to organize and write a short essay about a city, province or zone.Take in接受,接纳,接待吸收,领会,理解改小(衣服)包含,包括欺骗Teaching methodsResearch, cooperative learningTeaching aidsA computer or some picturesTeaching procedures:Step 1 Discussion1. Get the students to discuss with the

45、 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 willbe writing about a different place.3. Once the students have decided on a place, ask them to discuss what topics

46、 they will writeabout and in what order they will write about them.Here are some examples of topics.Topics FeaturesLocationClimateGeographyHistoryPopulationProductioncultureStep 21. Get the students to give each person in the group one of the topics from the list to write aparagraph 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 the students to decide what they want to write in concluding paragraph. It should m