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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):了解美國多元文化,進一步培養(yǎng)學(xué)生跨文化交際意識,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(主語從句)2)ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.Appositiveclause(同位語從句)&Predicativeclause(表語從句)3)IbelievethatthenativeAme
11、ricansweretreatedbadlywhenthefirstEuropeanscame.Objectclause(賓語從句)Step2DiscussionAskthestudentstodiffertheNounClausesasthesubject,object,predicativeandoppositive.名詞性從句特征主語從句賓語從句表語從句同位語從句Step3Analysis1 .高考考查熱點:1)名詞性從句的語序(陳述句語序);2)幾對重要關(guān)聯(lián)詞的區(qū)另1J:whetherif,whatthat,whatwhatever,whowhoever,etc;3)it用作形式主語或
12、形式賓語代替主語從句或賓語從句;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)賓語從句,位于及
13、物動詞后B.引導(dǎo)賓語從句,位于介詞后C.引導(dǎo)賓語從句,放句首D.引導(dǎo)表語從句,主語從句或同位語從句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、表語或賓語漢語意義能否省略What缺什么;所的東四、事情否that不缺無意義賓語從句中能省略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從句Who表示誰“/Whoever表示“的任何人”表不論誰”What表什么,所的東西、事情”/Whatever表的任何東西”表無論什么”4)常見的it作形式主語的結(jié)構(gòu)基本句型結(jié)構(gòu)常用詞語Itis+名詞+that從句Itisafact/ashame/apity/nowonder/goodnews/Itis+形容詞+that從句Itisnecessary/strange/important/possible/likely/這類土語從句中,謂語動詞常
16、為(should)+動詞原形Itis+過去分詞+that從句Itissaid/reported/decided/known/thatIt+不及物動詞+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,英語很重要.(主語從句)2)瑪利認(rèn)為他會幫助她.(賓語從句)3)我從來未到過那兒這事實是真的.(同位語從句)4)問題是我們下一步該怎么做.(表語從句)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,貶損名譽等Takeapart從事對.產(chǎn)生興趣,打聽,占用空間或時間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
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