人教版高中英语选修8Unit1Alandofdiversity教案Word文档格式.docx
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1.Readthroughthepassageandgetthemainidea.
2.Readingcomprehension.
Askthestudentsthefollowingquestions:
1）Whenyoulookatthetitle,whatsoyouthinkof?
Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,inlandscapeandattitude.
2）WhyistheUSAcalledameltingpot?
TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether.
3.BesideeachdatenotedownanimportanteventinCalifornianhistory.
Step4Detailreading
Besideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.
Culturalgroups
Periods
Russians
early1800s
Japanese
Early1900s
Chinese
Late1840s/early1850s
Cambodians
Fromaboutthe1970s
Africans
1800s
Koreans
Fromaboutthe1970
Italians
Late1800s
Danish
1911
Jewish
1920s
Pakistanis
Step5Afterreading
WhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?
（Using3or4sentencestoexplain.）
Step6Homework
Finish“Learningaboutlanguage”onpage4.
Period2ExtensiveReading
Teachingaims:
1.ImproveSs’abilityofreading
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。
PARTIREADING（P8）
Step1.Fastreading:
SBP7PART1.
Step2.Carefulreading:
ReadGeorge’sdiaryandanswerthe5questionsonPage9PART2
Step3.Payattentiontothemainwords,phrasesandsentences（根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.
Period3Grammar
Teachingaims
1.EnablethestudentstousetheNounClausesasthesubject,object,predicativeandoppositive.
2.HelpthestudentslearnhowtousetheNounClauses.
Differthenounclauses.
Analysisandhavesomediscussions.
Step1Preparation
Askthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesofnounclausestheyare.
1）WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause（主语从句）
2）ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.
Appositiveclause（同位语从句）&
Predicativeclause（表语从句）
3）IbelievethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Objectclause（宾语从句）
Step2Discussion
AskthestudentstodiffertheNounClausesasthesubject,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
Step3Analysis
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：
whether\if,what\that,what\whatever,who\whoever,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）whether\if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）What\that的区别
I.Ithinkthatitisunnecessaryformetospeaklouder.
II.Hismotherissatisfiedwithwhathehasdone.
III.Thathewasabletocomemadeushappy.
IV.Thisiswhatmakesusinterested.
V.ThereasonwasthatTodhadneverseenthemillion-poundnotebefore.
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）who\whoever;
what\whatever的区别
I.ThespokenEnglishcompetitioniscoming.Whowillattendthemeetinghasn’tbeendecidedyet.
II.Ibelievewhoevertakespartinthecompetitionwilltryhisbest.
III.Canyoutellmewhatyouwouldliketoorder?
IV.Whateverhappens,don’tbesurprised.
V.Allthefoodhereisdelicious.Justorderwhateveryoulike.
让步状语从句
Who
表示“谁”
/
Whoever
表示“…的任何人”
表“不论谁”
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.Itisafactthathewonthematch.
II.ItisnecessarythatwedostudytheEnglish.
III.Itisknowntoallthatlighttravelsinstraightlines.
IV.Itseemedthathewouldcomehere.
基本句型结构
常用词语
Itis+名词+that从句
Itisafact/ashame/apity/nowonder/goodnews/…that…
Itis+形容词+that从句
Itisnecessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为（should）+动词原形
Itis+过去分词+that从句
Itissaid/reported/decided/known/…that…
It+不及物动词+that从句
Itseemed/happened/doesn’tmatter/hasturnedout/…that…
Step4Practice
1）Exs.3&
4,StudentsBookP5
2）Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.
Step5Homework
1.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）
Period4Listeningandspeaking
Traintheirlisteningandspeakingabilities.
eachingimportantanddifficultpoints
Helpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.
Pairworkandgroupwork,discussionandcooperation
Arecorder,acomputer,andablackboard
Step1Listening
1.Thefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly.ReadEx1onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthroughwithoutstopping.
4GeographicareasofCalifornia
2WhereGeorge’stourstarted
3CalifornianotasGeorgeexpected
1WhereGeorgeisnow
5Californianpeople
2.Readthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation.Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails.Playittwiceifnecessaryandthencheckanswersbyplayingthetapeagainandstoppingwhenthemissingdetailsaregiven.
DearSam,
I’mhereinJoshuaTreeNationalPark,inthe___southeastern_
partofCalifornia.Havebeentravelingaroundthestateof
__california___forthreeweeksnow.Verydifferentfromwhat
Ihaveseenin___Americanmovies____.Noteveryoneis___rich__
andnoteveryonelivesnearthe__beach_____.Firsttraveled
southeastthroughrichfarmlandthentothecentralpart.
Theygroweverythinghereincluding__cotton,nuts,vegetables_____
andfruit.Cattletoo.Thentraveledfurther____southeast______into
mountainsand____desert_____.Californiansareveryfriendly,
andtheyarefrommanydifferent___races_____andcultures.
Everyculturehasitsown____music__,___festivals_____,foodandart.
Mostinteresting.Wishyouwerehere.GivemylovetoPaula.
George
3.TellthestudentsthatwhentheylistentothistimetheyaretofocusonwhatChristie,whoismainlylistening,says.PlaythetapeandstopaftereachthingthatChristiesayssothatstudentscanwritedownherwordsaccordingtothechartonpage7.
Christie’squestions
Thatisinteresting.
Whereareyou?
Cool.
Whereisthat?
YouwatchtoomanyAmericanmovies.
Whatareyoudoingdownthere?
Howisthetripbeen?
IwishIcouldseeitformyself.
Whatisitreallylike?
Thatdoesn’tsurpriseme.
Suchas?
Oh,Isee.
Hispanic?
Soundsgreat
4.Getthestudentstocomparetheiranswerswiththeirpartnersandchecktheanswers.
Step2Speaking
Withapartnerholdatelephoneconversationaboutaplaceyouhavevisitedrecently.
1.Sitbacktobackwithyourpartnersoyoucan’tseeeachother.
2.PartnerA:
Talkaboutwheretheplaceis,whattheclimateislike,whatyouthoughtaboutthepeople,andanyotherinterestingthingsyousawordid.
PartnerB:
Encourageyourpartnertotalkbyaskingquestionsandmakingcomments.
3.Swaproles.PartnerBtellsPartnerAabouthis\hervisit.
Step3Homework
Writeashortpassageabouttheplacetheyhavevisitedrecently.
Period5UsingLanguage
Targetlanguage
Usefulwordsandexpressions:
luggage,tram,apparently,slip,bakery,ferry,hire,seagull,immigration,teamupwith,markout,takein,agreatmany.
1.Improvethestudents’readingability（skimmingandscanning）.
2.enablethestudentstograsptheusefulwordsandexpressions.
Reading,discussion,cooperativelearning
Teachingprocedures:
Step1Lead-in
1.LookatGeorge’sphotos.ThenquicklyreadGeorge’sdiary.Writethedayshesaw
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