搜索
人教版高中英语选修8教案Unit1Alandofdiversity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。Period1ReadingTeachinggoals1.EnablethestudentstotalkaboutthingsabouttheUSA.2.HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.TeachingimportantanddifficultpointsLearnthehugediversityofracesandculturesinCalifornia.TeachingmethodsFastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.TeachingaidsAmap,ablackboardandacomputerTeachingproceduresStep1Warmingup.1.AskthestudentstodescribewhattheylearnabouttheUSA.2.Groupwork:lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmanyofthefollowingasyoucan.Compareyournameswithothergroups.Step2Pre-reading1.AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc.WhatdoyoulearnaboutCalifornia?2.ShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.Step3Fastreading1.Readthroughthepassageandgetthemainidea.2.Readingcomprehension.Askthestudentsthefollowingquestions:1)Whenyoulookatthetitle,whatsoyouthinkof?Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,inlandscapeandattitude.2)WhyistheUSAcalledameltingpot?TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether.3.BesideeachdatenotedownanimportanteventinCalifornianhistory.Step4DetailreadingBesideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.CulturalgroupsPeriodsCulturalgroupsPeriodsRussiansearly1800sJapaneseEarly1900sChineseLate1840s/early1850sCambodiansFromaboutthe1970sAfricans1800sKoreansFromaboutthe1970ItaliansLate1800sDanish1911Jewish1920sPakistanisFromaboutthe1970sStep5AfterreadingWhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?(Using3or4sentencestoexplain.)Step6HomeworkFinish“Learningaboutlanguage”onpage4.15,000yearsago16thcenture1821184618481850FirstsettlerscrossedtheBeningStraitfromAsia.ThesepeoplearenowknownasNativeSpanishsoldiersarrivedinSouthAmerica.CaliforniabecamepartofMexico.TheUSdeclaredwaronMexico.GoldwasdiscoveredinCalifornia.Californiabecamethe31ststateoftheUS.Period2LanguagepointsTeachingaims:1.Learnexpressionsandphrases.2.Learnlanguagepoints.Teachingimportantpoints:LanguagepointsTeachingmethods:PresentationandpracticeTeachingproceduresStep1RevisionRetellthepassageStep2phrasesthethirdlargeststate第三大州Amulticulturalstate一个具有多种文化的州Bymeansof通过……工具InprehistorictimesInaddition另外diefrom死于……Inthe18century在18世纪Fightagainst反对…..而战争Themajority大多数Gainindependence获得独立Achieveone’sdream实现某人的梦想Makealife(forsb)谋生Step3Languagepoints1.means:amethodorawayofdoing.方式，方法，手段（但复数同形）Translate:一切可能的办法都试过了。Allpossiblemeanshavebeentried.=Everypossiblemeanshasbeentried.bymeansof:byusing依靠，凭借2.occur:comeintosb’smind(想起，想到)happen,takeplace(发生)1)Whendidtheaccidentoccur?发生2)Agoodideaoccurredtomeallatonce.想到3.multi-前缀，是“多，多方面，多方向”的意思multi-coloured多色的multi-racialcountry多种族国家multi-media多媒体multiparty多党multipartysystem多党制multi-purpose多种用途思维拓展：mono-前缀：one,single单eg:amonolingualdictionary(单语词典)bi-前缀：two,twice,double双eg:abilingualdictionary(双语词典)4.Declarev.宣告，声称，宣称，申报translatethefollowingsentences1)Warwasdeclaredontheenemy.2)Shedeclaredthatsheknewnothingaboutit.3)Haveyouanythingtodeclare.declareoneself发表态度declarewaron/upon宣战declareagainst声明反对declarefor声明支持5.Keepup:保持,坚持,持续1)Themanageraskedtheworkerstokeepupthework.2)Therainkeptupfortwodaysandtheroadswerefloaded.Step4Exercises:translation1.我就是想不起他的名字.(occur)Hisnamejustdidn’toccurtome.2.他宣称他是正确的.(declare)Hedeclaredthathewasright.3.鼓起勇气,成功就属于你.(keepup)Keepupyourcourage,andsuccesswillbeyours.4.他虽然不会说话,但能通过手势让别人知道他的意思.(bymeansof)Hecouldn’tspeak,butmadehimselfunderstoodbymeansofsigns.Step5HomeworkReviewthelanguagepoints.Period3GrammarTeachingaims1.EnablethestudentstousetheNounClausesasthesubject,object,predicativeandoppositive.2.HelpthestudentslearnhowtousetheNounClauses.TeachingimportantanddifficultpointsDifferthenounclauses.TeachingmethodsAnalysisandhavesomediscussions.TeachingproceduresStep1PreparationAskthestudentstounderlinethenounclausesinthefollowingsentences.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)Step2DiscussionAskthestudentstodiffertheNounClausesasthesubject,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Step3Analysis1.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/whetheryouwi