人教版英语选修八第一单元集体备课

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【英语周报】人教版选修八Unit 1备课资料：教案 The Second Period Language study

The Second Period Language studyTeaching goals教学目标1. Target language 目标语言重点词汇和短语Catholic, slavery, Spanish, mix, mixture, nationality, majority, immigrant, percentage, make a life, a great many2. Ability goals能力目标Enable the students to learn about the word transformation between the nouns, adjectives and verbs.3. Learning ability goals 学能目标Help the students learn how to know the parts of speech according to the suffixes. Teaching important points 教学重点Get the students to know the word about the USA.Teaching difficult points教学难点Get the students to know the word formation by adding suffixes.Teaching methods教学方法Study individually, practice in groups.Teaching aids教具准备A computer and a recorder.Teaching procedures & ways教学过程与方式Step Ⅰ RevisionAsk the students to discuss the question in Activity 3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences. Ask them to share their answers and show their opinions.T: First of all, let’s deal with our homework. Now work in groups and discuss the question in Activity 3 on page 3, trying to explain the reasons in your own words and write 3 ~ 4 sentences. Share your answers with your group members.A sample discussion:S1: The Native Americans of California are continuing to heal from the wounds of thepast. As California recognizes the value of its multi-ethnic diversity, its native people are encouraged to celebrate their heritage and share it with the wider California culture.S2: The number of African Americans in California increased dramatically following the turn of the 20th century. Although old patterns of prejudice persisted, African Americans advanced in politics, business, sports and entertainment. School segregation and discrimination in housing were banned, but problems of unemployment, underemployment and racism continue to be addressed in the African-American community.S3: By 1990, the number of European and Canadian immigrants had fallen dramatically, to less than 10 percent, and the number of immigrants from Mexico and Central America had climbed to well over half of the total.S4: Additionally, California’s share of Asian immigrants doubled and now accounts for 40 percent of new immigrants in the state.T: Excellent! These trends have transformed California into the most racially and ethnically diverse state in the country, so that by the year 2000, if not already, no racial group will constitute a majority.Step Ⅱ SuffixationFirst, ask the students to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.T: Today we’re going to learn about suffixes. Do you kn ow what a suffix is?S1: A suffix is a particle, which is added to the end of a root.T: Good. Do you know anything more about it?S2: Generally, suffixes do not change the meaning of the root, but its part of speech.e.g. lead (v.)→leadership (n.) ill (adj.) → illness (n.)S3: Although each suffix has its own meaning, it can’t be used separately without the root.S4: However, some suffixes add new meanings to the newly formed words. e.g. meaning → meaningless think → thinkerT: Very good! Now who’d like to share your collected suffixes with us?Ss: The following are some of the most commonly used suffixes.1.Suffixes used as a noun signifier2. Suffixes used as an adjective signifier3. Suffixes used as a verb signifierT: Excellent! Now let’s fill in the chart with your partners. Please open your books and turn to page 4 and practice Activity 1 in Discovering words and expressions. Later we’ll check the answers with the whole class.Step III Homework1. Ask the students to finish Activities 1-3 on page 48 in the workbook.2. Ask the students to prepare for the grammar about the Noun Clauses.。

人教版高中英语选修8全册教案

选修8 Unit 1 A land of diversityPeriod 1 ReadingTeaching goalsEnable the students to talk about things about the USA.Help the students learn the huge diversity of races and cultures in America, especially in California.Teaching important and difficult pointsLearn the huge diversity of races and cultures in California.Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work. Teaching aidsA map, a blackboard and a computerTeaching proceduresStep 1 Warming up.Ask the students to describe what they learn about the USA.Group work: look at the map of the USA with your group. Write on the map the names of as many of the following as you can. Compare your names with other groups.Step 2 Pre-readingAsk the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.Step 3 Fast readingRead through the passage and get the main idea.Reading comprehension.Ask the students the following questions:When you look at the title, what so you think of ?A land of differences. California is a land of great differences —differences in climate, in landscape 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 it is a place in which people, ideas, etc of different kinds gradually get mixed together.Beside 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 largeStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language”on page 4.Period 2 Extensive ReadingTeaching aims: 1. Improve Ss’ ability of reading2. 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。

经典人教版英语选修八第一单元集体备课.doc

Unit 1 a land of diversity教材分词与重组本单元的主题是：一个地区的文化多元现象。

通过两篇课文，一篇是reading部分的California,重点介绍加利福尼亚的移民历史；一篇是reading and writing 部分的George’s diary, 重点展示了George眼中的加利福尼亚，进而向我们展示加利福尼亚州的文化多元现象。

从而我们可以以加利福尼亚为例，通过想象与推理了解文化多元(multicultural)现象。

本单元的语法为：名词性从句，是对这个语法模块的复习与升华。

Period 1: warming-up and reading用一副美国地图启发学生运用已有知识，以看图填充的形式引导学生对美国整个地理位置有个大致的全面认识。

并让学生看“阅读”部分的图，叙述加州的土著人，引发学生对加利福尼亚的兴趣。

了解加利福尼亚的移民历史Period 2: language points and exercise about the reading通过灵活多样的练习促使学生进一步对文章进行理解，并学习掌握遇到的新表达。

Period 3: grammar复习名词性从句作主语、宾语和表语Period 4：writingWrite a essay about a city, province or zone in China.重组原因：根据一周的课时量及学生基础，本单对reading and writing部分只作简单处理。

Period 1Warming up & ReadingI. Teaching Aims;Knowledge goals: 1.Help students to learn about the knowledge of USA especially California.Ability goals: 2.Develop Ss’reading ability by skimming, scanning andcareful reading.Emotion Goals 3.Arouse Ss’ interest in science .II. Teaching Important PointsLearn the huge diversity of races and cultures in California.III. Teaching Difficult PointsEncourage the students to discuss the question in page3Ex3 and make a summary of the passage.IV. Teaching AidsThe multimedia and other normal teaching toolsV. Teaching Procedures:Teaching proceduresStep 1 Warming up.1.Ask the students to discuss If you want to learn something about a country, a state, etc, whatwe want to know.Size Location Capital Population Language History geography Customs culture climate, agricultureindustry, education medical care……2. A quiz about the general knowledge of the USA (in the PPT-reading)3.Group work: look at the map of the USA with your group. Write on the map the names of asmany of the following as you can. Compare your names with other groups.Ocean on the west coast: Pacific Ocean Country to the north of USA: CanadaCountry to the south of USA: Mexico Mountain range in the west: Rocky MountainsGreat Lakes: Superior, Michigan, Huron, Erie and Ontario Longest river in the USA: Mississippi RiverSome important cities: New York, Washington DC,Los Angeles, San Francisco, Chicago, New OrleansStep 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?Step 3 Fast reading1.Read through the passage and get the main idea.1.What’s the topic of this text?A. the culture of CaliforniaB. the history of CaliforniaC. the weather of CaliforniaD. the history of USA2.Which state in the USA has the largest Population? California (over 30 million people)3.How many kinds of people are mentioned in this text?Step 4 Detail readingNative Americans : Answer the following questions1.Time: 15000 years ago2.Where did they come from: from Asian to Alaska3.What happened in the sixteenth century?Native Americans were killed by Europeanwere forced into slaverydied from the diseasesurvived the terrible timesRussians & Gold MinersDo some T or F questions:1.In the early 1800s, Russian fur trappers began settling in California. T2.In 1848, before the American-Mexican war, gold was discovered in California. F3.A lot of adventures achieved their dream of becoming rich. F4.California become the thirty-first state of the United states of American in 1850. TLater arrivals Africans 1800s Moved from MexicoChinese 1860s Build the railwayJapanese Early 1900s FarmedDenmark 1911 Established a townJewish By 1920 Developed industryItalians Late 1900s Fished and made wineAfricans 1942-1945 Worked in ship& aircraft industriesStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )T he state of California is a multicultural community because European, African and Asian people have been immigrating to the state for the last 200 years. Before their arrival, native American people had lived there for thousands of years. People from all over the world are still coming to settle in California because of its good climate and the lifestyle it offers.Step 6 HomeworkFinish “Learning about language”on page 4.Period 2 Language PointsTeaching aims1．To learn the useful expressions an d sentence structures in the reading.2．To enable students to use language points both orally and in written forms.3．To further get students inspired.Difficult points:Some key words often used in the exams.Important points:How to use the words and some important rules related to the new words.Teaching steps:Step 1Learning following words and phrases in reading text.1. distinction n.差别；区分；卓著常用结构：make a distinction between 对……加以区分win a distinction for 因……而获功勋without distinction 无差别地；一视同仁地distinct adj. 清晰的；明显的；明确的be distinct from ... 与……不同（的）He has a distinct gift for drawing.他有很明显的绘画天赋。

人教版高中英语选修8Unit1Alandofdiversityword教案

【课堂新坐标】（教师用书）2013-2014学年高中英语 Unit 1 A land of diversity教案新人教版选修8【美文阅读】纵观美国历史，就可见这个国家经常被称为“熔炉”。

在此，各地移民和各种族团体学会了共同建设一个独特的民族。

甚至那些“本土的”美国人——印第安人，也可能是几千年以前，从亚洲走过大陆桥来到北美洲的。

A look at the history of the United States indicates that this country has often be en called “a melting pot”，where various immigrants and ethnic(种族的) groups have learned to work together to build a unique nation.Even those “original” Americans，the Indians，probably walked a land bridge from Asia to North America some thousands of years ago.So，who are the real Americans？The answer is that any and all of them are！And you，no matter where you come from，could also become an American should you want to.Then you would become another addition to America's wonderfully rich “nation of immigrants”．The United States is currently shifting from being a nation of immigrants of mainly European descent to oneof immigrants from other parts of the world，such as Asia and Latin America.The number of recent immigrants has skyrocketed.They desire to escape economic hardship and political oppression in their native countries as well as the desire to seek a better education and a more prosperous(繁荣的) life in America，“the land of opportunity”．Although there are frequent conflicts between the cultures they have brought with them from the “old country” and those found in America，most immigrants learn to adjust to and love their adopted land.【诱思导学】1．What do people often call the United States?______________________________________________【答案】“A melting pot”2．Why do people immigrate to the United States?______________________________________________【答案】They desire to escape economic hardship and political oppression in their native countries as well as the desire to seek a better education and a more prosperous life in America.3．Are there any conflicts between the cultures they have brought with them fromthe “old country” and those found in America?______________________________________________【答案】Yes，there are.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。

人教版高中英语选修8Unit1_Reading_精品教案

⼈教版⾼中英语选修8Unit1_Reading_精品教案Unit1 Warming up and reading 精品教案Period 1Teaching aims:get the students to know more about the history and geography of USAget the students realise why California is such a multicultural communityDifficult and Important Points:describe the history, people, customs and culture of Californiahow to make the students gain enough information to express themselves.how to improve the students’ reading abilities.Teaching procedures:Step 1 Greetings.Greet the Ss as usual.Step 2 warming upI. Do a quiz. Ask students some questions to see how much they know about America.1. Which flag is American flag? (show three flags, and let them choose)2. Which city is the capital of the USA? Washington D.C3. Which stands for the USA? (show the national Emblems of USA)4. How many states are there in the USA? 505. Who is president of America? George W. Bush6. Which doesn’t belong to the USA? Eiffel Tower7. Which are American brands? (show some different brands)8.Who are Americans?ABC D E keanu Reeves David Beckham Steven Speilberg Ronaldinho BritainBrazil[设计说明]以选择的形式降低难度，通过⼀些熟悉的⼈物和精彩的图⽚调动学⽣的积极性和求知欲，激发对美国这个主题的探索，教师也可以通过竞赛的⽅式更好地活跃课堂⽓氛。

人教版高中英语选修八教案：Unit1.doc

Book 8 Unit1精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

人教版高中英语选修8《Unit 1 A land of diversity》教案2篇

人教版高中英语选修8《Unit 1 A la nd of diversity》教案2篇Teaching plan of unit 1 a land of diversity人教版高中英语选修8《Unit 1 A land of diversity》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修8《Unit 1 A land of diversity》教案2、篇章2：人教版高中英语选修8《Unit 1 A land of diversity》教案篇章1:人教版高中英语选修8《Unit 1 A land of diversity》教案教学准备教学目标三、教学目标1.知识技能目标1）能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know （from the text）? 等直接信息能力;2）能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century?（此问题需提取数个段落的文本信息）Two groups of immigrants had something in common. What are they? （double choices） Why? （此问题需要学生从文字的表面信息加工处理后方可得到答案）3）能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA?How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?Do you think language plays an important part ina culture? 等。

人教版选修8unit1教案

选修8（新课标人教版）教案英语组王宏波Help the students learn how to know the parts of speech according to the suffixes.Teaching important pointsGet the students to know the word about the USA.Teaching difficult pointsGet the students to know the word formation by adding suffixes.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionAsk the students to discuss the question in Activity 3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences. Ask them to share their answers and show their opinions.Step Ⅱ SuffixationFirst, ask the students to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.Step III Homework1. Ask the students to finish Activities 1-3 on page 48 in the workbook.2. Ask the students to prepare for the grammar about the Noun Clauses.The Third Period GrammarTeaching goals1. Target languageThe Noun Clauses, occur to2. Ability goalsEnable the students to identify the different types of the Noun Clauses and learn to use them.3. Learning ability goalsHelp the students learn how to use the Noun Clauses.Teaching important points Enable the students to use the Noun Clauses.Teaching difficult pointsEnable the students to distinguish different types of noun clauses.Teaching methodsComparing and practice.Teaching aidsA projector, a computer and a blackboard.Teaching procedures & waysStep Ⅰ RevisionCheck the homework.Step Ⅱ PresentationAt first, get the students to know what a noun clause is and what role it plays in the sentences. Then, discuss noun clauses as objects. Next, give them an example to show what are Noun Clauses and in what situations they should use them. At last show them the sentence structures of the Noun Clauses.Show the following.· That-clauses:I believe that you can learn noun clauses well.· If / whether clauses:The teacher must determine if / whether they are ready to study noun clauses.· Wh-clauses begin with words like who, what, how, whenever, which, etc:First you need to explain what a noun clause is.I know how I can make you learn noun clauses.Step Ⅲ PracticeAsk the students to practice Activities 1~4 on page 5. For Activities 1~2, discuss what role these clauses play in the sentences in pairs. For Activity 3, ask them to make sentences containing noun clauses on their own. For Activity 4, complete the dialogue with the given sentences in pairs. At last, check the answers with the whole class.Go on with the Activities 2-4. Then check the answers with the students.Step IV HomeworkAsk the students to do the following.1. Finish Activity 2 on page 49 in the workbook.2. Sum up all the conjunctions used with noun clauses and compare it with the conjunctions used with attributive clauses. Then tell the differences between them. Practice Activity 2 on page 49 (Workbook).3. Prepare for the “Using Language” part on pages 6~9 and surf the Internet to find the related information.The Fourth Period Integrating skills(Ⅰ)Teaching goals1.Target languagea. 重点词汇和短语luggage, tram, apparent, apparently, slip, bakery, ferry, hire, seagull, insert, react, team up with, mark out, take in, a great / good manyb. 重点句式Talk about traveling to some placesWhere have you visited recently?What is the climate like?What did you think about the people?What other interesting things did you see?That’s interesting / te rrific / marvelous / cool / lovely!You’re exciting / excellent.Good / Creative / Fantastic / Super job!2. Ability goalsEnable students to talk about places and learn to write an email or a postcard.3. Learning ability goalsHelp students learn how to talk about places and learn to write an email or a postcard.Teaching important pointsHow to talk about places.Teaching difficult pointsHow to write an email or a postcard.Teaching methodsListening, speaking and discussion.Teaching aidsA projector, a computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionCheck the homework.Step Ⅱ Listening and speakingListeningAsk the students to listen to a conversation about the George’s tour around California. Then ask them to practice Activities 1~4 on pages 6~7. For the first time, ask the students to number the things they talk about.Check the answers by asking some students to read the completed postcard.Ask the students to listen to the tape and discuss the questions in pairs and write some of the things Christie says in pairs.SpeakingFor Activity 5, let them discuss in groups of 4 and later ask some of them to give their opinions. Step Ⅲ ReadingAsk the students to look at the given photos and read the George’s diary on pages 8 quickly. Then practice Activity 1 and fill in the chart in pairs.Ask the students to check the answers with their partners.For Activity 2, ask students to rea d the George’s diary on page 8 carefully and then answer the questions in pairs. Check the answers with the whole class.Ask the students to read the diary again by themselves. Then discuss in groups of 4 and practice Activities 3~4. A few minutes later, ask some of them to show their work.Sample answers:Reasons for omitting:1. Some unimportant, unnecessary, uninteresting little words like pronouns “we”, “I”, articles “a”, “the”, or prepositions. If omitted, the meaning can’t be affected and misunderstoo d by others.2. Just keep the key words without explaining more in details.Step Ⅳ HomeworkAsk the students to finish Activity 5 on page 9.The Fifth Period Extensive readingTeaching goals1. Target languagea. 重点词汇和短语consider, achievement, personality, enthusiastic, autobiography, musician, recording, trumpet, funeral, ceremony, coffin, march, ceremonyb. 重点句子He was noticed by... called... who... to teach... and to find...He spoke publicly about..., using his fame to help...2. Ability goalsEnable the students to find the topic of each paragraph and find the clue to show the important events.3. Learning ability goalsHelp the students learn how to find the topic of each paragraph and find the clue to show the important events.Teaching important pointsHow to find the clue to show the important events.Teaching difficult pointsHow to find the topic of each paragraph.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ RevisionCheck the homework by asking some students to show their work.Step Ⅱ Listening (Ⅰ)First, ask the students to listen to the tape and complete the notes. Check the answers by asking some students to read their notes.Then get them to discuss the questions in Activity 2 and talk about New Orleans.Ask the students to tick the boxes in Activity 3 and complete Activity 4; complete the activities after listening again.Then check the answers with the whole class.Step ⅢPre-readingT: “You can’t play anything on modern trumpet that doesn’t come from him. I can’t even remember a time when he sounded bad playing the trumpet. Never. Not even one time. He had great feeling up in his playing and he always played on the beat. I just loved the way he played and sang.” This is a comment about a jazz musician. Can you guess who the jazz musician was?S1: Louis Armstrong. I still think no one can beat Louis Armstrong and Chet Baker when it comes to trumpets, and when it comes to saxophone, Buddy Arnold is my fellow anything.T: What else do you know about him?S2: Louis Armstrong was the greatest of all Jazz musicians.S3: Armstrong defined what it was to play Jazz. His amazing technical abilities, the joy and spontaneity, and amazingly quick, inventive musical mind still dominate Jazz to this day.T: He was the grandfather of jazz. He was very successful because he always thought, “What we play is life.” Today we’re going to learn more about the famous musician.Step ⅣReadingSkimmingAsk the students to read through the whole passage and then do Activity 1 on page 52 and discuss the main topic of each paragraph in groups of 4. At last, check the answers with the whole class. Show the following on the screen.ScanningFor Activity 2, get the students to read the text again and then work together with their partners to make a time c hart to show the important events in Louis Armstrong’s life. Give them a few minutes to fill in the form. Check the answers with the whole class.Show the following on the screen.Step Ⅴ Homework1. Ask the students to read the passage again after class and do Activity 3 and list the reasons why the writer says that Louis Armstrong was considered great.2. Ask the students to talk about and write about some places in China.The Sixth Period Integrating skills(Ⅱ)Teaching goals1. Target languagea. 重点词汇和短语nationality, location, geographical fractures, production, interview, cultureb. 重点句式Talk about placesWhen did people first live there?What’s the climate like?Why is it so warm/cold/dry/wet there?What’s the population of the city or province?How many nationalities live there?What is the most important festival there? How do they celebrate it?2. Ability goalsEnable the students to talk about and write about places.3. Learning ability goalsHelp the students learn how to talk about and write about places.Teaching important pointsHow to talk about places.Teaching difficult pointsHow to write about places.Teaching methodsDiscussion.Teaching aidsA projector, a computer and a recorder.Teaching procedures & waysStep Ⅰ RevisionCheck the homework. First ask the students to discuss Activity 3 in groups of 4. Then share the reasons why the writer says that Louis Armstrong was considered great.Step Ⅱ TalkingFor Activity 1 on page 47, ask the students to discuss a city or province in China that has amixture of different cultures in groups of 4, filling in the given chart and answering the questions in the textbook.Step Ⅲ Speaking and writing taskAsk the students to read the tips and steps given in the textbook and talk about a Chinese city, province or zone in groups of 4. Then ask them to write a description.Step Ⅳ Homework: ProjectAfter class, ask the students to study small pieces of the USA, its culture and its people and then put all the pieces together to form a more complete picture. In this project, each student should choose a different aspect of America to research and then present his or her information to the rest of the class. They can use the library or search for information on the Internet.Unit 2 CloningⅠ. 单元教学目标Skill GoalsTalk about cloningPractice expressing and supporting an opinionUse the appositive clauseWrite a composition about cloningⅡ. 目标语言功能句式Expressing and supporting an opinion I’m happy to accept... but...I would never accept... I’m not bothered about...I don’t mind but...I hope you’ll carry on...Are you sure you want to...? I agree with you that...Is it fair to...? Do you think it is wise to...?I think you should... Well done to you for... I don’t understand why you don’t...I can’t help thinking...I could never agree to...词汇四会词汇Differ exact twin commercial straightforward undertake breakthrough procedure carrier cast altogether arbitrary correction object objection medium obtain attain moral conservative forbid accumulate constitution compulsory opera chorus loaf flour owe shortly retire bother assumption regulation strike initial vain resist drawback merely decoration unable feather turkey claw adore hatch reasonable 2．词组cast down, object to, the media, in favour of，（be）bound to（do）..., from time to time, bring back to life, pay off, in vain结构：Appositive clause — that 可引导同位语从句重点句子：It is a way of... P11 The fact is that... P11The question that occurred ... P12 The advantage is that... P15The First Period ReadingStep I Lead-inLook at picturesT: Look at the pictures and discuss which ones are natural clones and which ones are man-made. Then explain how they differ.S: I think the twins are natural clones and the Dolly sheep is man-made.T: You are right! Can you explain how they differ?S: The twins were born at the same time, but the Dolly sheep is man-made.T: Anything else? Who want have a try?S: I think the identical dog is man-made.T: Good job!Step Ⅱ Pre-readingBefore class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other.Questions about cloning:1. What is a clone?2. How is a clone produced?3. What benefits can humans gain from cloning?4. What problems may arise when humans are cloned?5. Should we clone human?6. Could cloning replace sex as the means of creating new human life?7. Could a parent clone a child who is dying of a terminal illness?Suggest answers:1. It is a way of making an exact copy of another animal and plant.2. This happens in plants when gardeners take cuttings from growing plants to make new ones, and when small parts of a plant are taken and gown in a laboratory. It also happens in animals when twins identical in sex and appearance are produced from the same original egg.3. It can help cure disease and can help couples who have no baby to bear a new baby.4. There may be more bad people like Hitler.5. In my opinion, I do not agree, for it may cause many moral problems.6. No. Because cloned human has the same quality as the real human, natural born baby’s quality is higher than his parents.7. No. The cloned baby also has the disease.Step Ⅲ While-readingGet the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading.divide the whole passage into several parts and find out the main idea of each part.Show the following.Para. 1 Cloning is a way of making an exact copy of another animal and plant.Para. 2 Cloning has two major uses.Para. 3 The problems of Dolly.Para. 4 The effect of Dolly.Para. 5 It is forbidden to clone human being.Step Ⅳ Post-readingAsk the students to read the passage again to finish three tasks.T: Now let’s listen to the tape. While listening, pay more attention to the correct pronunciation and tone. Then read the text by yourselves to get the answers to the three tasks. You can work in groups.T: First, what are the problems or dangers of cloning?S: Let me have a try! First, the cloned animals have the same illness of the old animals and the same goes with the other species. Second, the cloned animals have short life and can cause moral questions.T: You are right! And what are the advantages of cloning?S: I know! Firstly, gardeners use it all the time to produce commercial quantities of plants. Secondly, it is valuable for research on new plant species and for medical research on animals. Third ly, it suddenly opens everyone’s eyes to the possibility of using cloning to cure serious illnesses, and even producing human beings.T: What is the writer’s opinion? What do you think is the writer’s point of view in this reading passage? Is it in favour of cloning or against it?S1: I think the writer is in favour of it, because there are many advantages of cloning. It can help people solve many problems in our daily life.S2: I think the writer doesn’t agree with it, because if the cloning technology can be used in an evil way, it can cause much trouble to our society.T: The next question: What is your opinion of cloning? Give the reasons.S1: As a coin has two sides, everything has two aspects. First, if the cloning is used in a correct way it can bring many conveniences to us. Such as: curing serious illnesses and being used to produce commercial qualities of plants. On the other hand, if the cloning is used in an evil way it can cause much troubles: such as moral questions.S2: My view on cloning and nuclear transfer is that it is ethical. So actually I find no reason to clone presently. I have this opinion currently, because scientists are unable to successfully clone using nuclear transfer as of today.Step Ⅴ HomeworkAsk the students to do the following.1. Complete the exercises on page 13.2. Recite the key sentences in the text.3. What is Clone? You might not believe it, but there are human clones among us right now. Have you ever wished you could have a clone of yourself to do homework while you hit the skate park or went out with your friends? Imagine if you could really do that. Where would you start?The Second Period ListeningStep I Revision1. Greetings2. RevisionStep Ⅱ Pre-listeningWork in groups to discuss how we should behave towards the human clones.T: Before human clones become part of our life, perhaps we should spend some time thinking about how we should behave towards them. Now, work in groups to discuss the followingquestions.Show the following.1. How would you treat human clones?2. Do you think they should have legal and political rights, such as getting married or voting?3. Do you think they are separate people or part of the original donor?Sample answers:1. I will treat them as normal people.2. Yes, I think they should have the legal and political rights.3. I think they are separate people.Step Ⅲ ListeningThe students are asked to read fast the questions and multiple answers to find out the listening points first, and then listen to the tape twice to choose the best answer.Step Ⅳ Listening task (P57)First, ask the students to read these sentences and then listen to the tape and decide if they are facts or opinions. Play the recording and then check the answers with the class.Sample answers:Arguments for cloning pets:1. Favorite pets can live forever as clones.2. It is moral to clone pets for their owners.Arguments against cloning pets:1. Many people don’t agree with cloning.2. Some people think that cloning pets is selfish.Step Ⅴ HomeworkT: Boys and girls, today we have listened to some materials about cloning. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please preview the reading. Now class is over. Goodbye, everyone.The Third Period SpeakingStep Ⅰ Lead-inStep Ⅱ Read and answer (P16)To answer these three questions, teacher can give the students some examples as explanation, for example, Question 1.T: Now think about this question: if in the world there is only one sheep and human beings want to clone more. Some days later a Dolly appears, then many more. But one day all sheep get the same deadly disease. Now please think about what the results are.S: Maybe they would all die.T: Why?S: Because all sheep have the same arrangement of genes.T: Right. Now can you answer Question 1? Why shouldn’t you clone an extinct animal unless there is enough diversity in the group?S: It is useless to clone an animal if there is not enough diversity in the group for it to overcome illnesses.T: Why is it wrong to clone an extinct animal if it would have to live in a zoo?S: If the cloned animals have to live in the zoo, it is unfair to them. They need freedom.T. Why can’t you clone the DNA of animals that have be en extinct longer than 10,000 years?S: Dinosaurs disappeared 65,000,000 yeas ago. So the chance of dinosaurs returning to the earth is merely a dream.Step Ⅲ Discussion (Question 2)This is a speaking task. Ask the students to have a discussion in groups, organize their words properly, and give vivid description of the chosen animals.T: Now look at the table on page 16, discuss in pairs which extinct animals described are worth restoring by means of cloning. Choose one animal and use the information to help you argue why this animal should be restored to the earth.Give the students six minutes to discuss.Step Ⅳ Writing a report (P17)Deal with Questions three and four. Divide the whole class into four groups. Then they can have a competition.T: Now everyone, imagine all of you are owners of your chosen animal. Now work together, and give us a vivid description of your pet, then I will decide which one is the best to be resorted to the earth.Several minutes later, the students give performances. At the same time, list some major points on the blackboard.T: Well done everyone. It is really hard for me to choose, let us vote OK?Step Ⅴ TALKING (P55)Ask the students to talk about the questions with the teacher’s help.T: Look at the questions on page 54. Do you know how to show your opinion? You can discuss the following questions with your partner and use these expressions on page 54.1. How would you feel about having a clone of yourself in the family?2. What problems did you have growing up and how can you help him / her avoid them.Step Ⅵ HomeworkT: Write down your feelings and attitudes towards clone. Combine them into a composition.The Fourth Period GrammarStep Ⅰ RevisionCheck the students’ homework.Step ⅡGrammarT: Do you know the appositive clauses? Please pick out three more examples from the reading passage.Sample answers:The fact is that they are natural clones of each other.The whole scientific would follow the progress of the first successful clone, Dolly the sheep. Altogether Dolly lived for six years, half the length of the life of the original sheep.T: Now let me explain something about the appositive clauses. The appositive clause is a clause used as an appositive. The clause is an explanation to the noun before. The appositive clause belongs to noun clauses. Most of the appositive clauses may be introduced by the conjunction that.A content clause is frequently in apposition with such nouns as fact, news, idea, thought, question, reply, report, remark, hope, belief, suggestion etc.Some examples:Nobody shares my belief that he was mad.My suggestion that he was mad was not accepted.They are familiar with the opinion that all matter consists of atoms.Where did you get the idea that I could not come?We haven’t yet settled the question where we are going to spend our summer vacation.The suggestion came from the chairman that the new rule should be adopted.T: The words the fact are often inserted in front of an object clause when the clause cannot be conveniently connected with the verb either directly or by means of the representative it.This cannot hide the fact that he is growing old.We must face the fact that we are living in a revolutionary world.Some supplements:同位语从句与that引导的定语从句1) 从先行词看同位语从句与名次之间在逻辑上是“主语+be+表语”的关系。

人教版选修八Unit1《Alandofdiversity》word教案

M8 UNIT 1 A land of Diversity教材内容分析本课位于人教选修8第一单元。

本单元主要围绕了具有多元文化的美国这一主题展开，其中重点介绍了加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。

本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。

教学目标设计1.知识目标•掌握重点词汇和短语•理解和运用重点句型2.能力目标•通过对段落结构的分析，使学生掌握scanning的阅读技巧。

要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。

•让学生们能流利的讲述加州的相关历史。

3.情感目标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”。

教学重难点分析1．教学重点：•让学生通过对加州历史的学习,了解美国的多元文化特征.2．教学难点•帮助学生理解加州多元文化形成的原因。

教学方法新课改不仅注重知识的传授，也注重学生能力及情感态度价值观的培养。

根据教学内容及学生实际，我主要采用以下教学法：1．任务型教学法本课选择任务型教学，如要求学生课前预习阅读文章，课堂进行小组讨论，填写信息表等，培养和强化学生的语言实践能力和自主学习能力。

2．多媒体辅助教学法利用多媒体展示相关图片，激发学生学习兴趣，提高课堂教学效率。

教学过程1. Warming up2. Pre-reading3. Reading(1) Skimming(2) Detailed reading4. Discussion5. Language points focus6. Questions time7.Summary8. Homework学习流程Before class (课前自主学习，合作探究)------- Vocabulary（词汇预习）------- Preview the new words of this text.【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。

高中英语人教版选修8Unit1Alandofdiversity教学设计

California 教课方案西安市田家炳中学李亚俊【教材依照】8第一单元Aland本课是来对于一般高中课程标准实验教科书英语选修 ofdiversity 的阅读课。

一、设计思路1、指导思想。

本教课方案主要环绕多元文化的美国这一主题睁开，介绍加利福尼亚的多元文化特点。

该设计在多媒体协助下，教课活动层层递进，由简入难，让学生认识美国的历史及其根基知识，丰富学生的知识，拓展他们的视线，培育学生跨文化社交意识和能力以及运用英语思想的能力。

亮点是对学生进行了尊敬历史和热爱祖国的感情教育。

2、教课目的。

1〕知识目标：让学生经过阅读文章，理解multicultural, distinction,ministry, catholic, rail, elect, immigrate, mixture, racial, keepup, bymeansof 等单词和短语的意思以及用法。

2〕能力目标：经过阅读文章，让学生掌握skimming,scanning, detailedreading 的阅读技巧，并培育学生用英语去议论和思想的能力。

3〕感情目标：经过对文章的理解，让学生认识美国多元文化特点，培育学生跨文化沟通意识，使学买卖识到：“美国是民族的熔炉〞，进而使学生认识世界人民交融互补、和平共处的民族交融趋向，并指引学生要尊敬历史和热爱祖国。

3、教课要点与难点。

1〕教课要点：1)improvethestudents'readingskills,includingskimming,scanningandB. carefulreading.letstudentsknowmoreaboutcaliforniaanditscharacteristic.cultivatethestudents'abilityofthinkingandexpressinginenglish.让学生认识对于美国的根基知识。

人教版英语选修八第一单元集体备课

Unit 1 a land of diversity教材分词与重组本单元的主题是：一个地区的文化多元现象。

经过两篇课文，一篇是reading部分的California,重点介绍加利福尼亚的移民历史；一篇是reading and writing部分的George’ s diary, 重点显现了 George 眼中的加利福尼亚，进而向我们显现加利福尼亚州的文化多元现象。

进而我们可以以加利福尼亚为例，经过想象与推理认识文化多元(multicultural)现象。

本单元的语法为：名词性从句，是对这个语法模块的复习与升华。

Period 1: warming-up and reading用一副美国地图启示学生运用已有知识，以看图填充的形式引导学生对美国整个地理地址有个大体的全面认识。

并让学生看“阅读”部分的图，表达加州的土著人，惹起学生对加利福尼亚的兴趣。

认识加利福尼亚的移民历史Period 2: language points and exercise about the reading经过灵便多样的练习促使学生进一步对文章进行理解，并学习掌握遇到的新表达。

Period 3: grammar复习名词性从句作主语、宾语和表语Period 4 ：writingWrite a essay about a city, province or zone in China.重组原因：依照一周的课时量及学生基础，本单对reading and writing部分只作简单处理。

Period1 Warming up & ReadingI. Teaching Aims;Knowledge goals: 1.Help students to learn about the knowledge of USAespecially California.Ability goals: 2.Develop Ss’ reading ability by skimming, scanning andcareful reading.Emotion Goals 3. Arouse Ss ’ interest in science .II. Teaching Important PointsLearn the huge diversity of races and cultures in California.III. Teaching Difficult PointsEncourage the students to discuss the question in page3Ex3 and make asummary of the passage.IV. Teaching AidsThe multimedia and other normal teaching toolsV. Teaching Procedures:Teaching proceduresStep 1 Warming up.1. Ask the students to discuss If you want to learn something about a country,a state, etc, what we want to know.Size Location Capital Population Language History geography Customsculture climate, agricultureindustry, education medical care⋯⋯2. A quiz about the general knowledge of the USA(in the PPT-reading)3.Group work: look at the map of the USA with your group. Write on the mapthe names of as many of the following as you can. Compare your names with other groups.Ocean on the west coast:Pacific Ocean Country to the north of USA:CanadaCountry to the south of USA:Mexico Mountain range in the west:Rocky MountainsGreat Lakes:Superior, Michigan, Huron, Erie and Ontario Longest river in the USA:Mississippi RiverSomeimportant cities:NewYork, Washington DC, Los Angeles, San Francisco, Chicago, New OrleansStep 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?Step 3 Fast reading1.’s the topic of this text?A. the culture of California C. the weather of CaliforniaB. the history of California D. the history of USA2.Which state in the USA has the largest Population?California (over 30 million people)3.How many kinds of people are mentioned in this text?Step 4 Detail readingNative Americans: Answer the following questions1.Time:15000 years ago2.Where did they come from:from Asian to Alaska3.What happened in the sixteenth century?Native Americans were killed by Europeanwere forced into slaverydied from the diseasesurvived the terrible timesThe Spanish Fill in the form: note down an important event16th century Spain soldiers arrived and took their land18th century California was ruled by SpainIn 1821California became part of Mexicoin 1846Mexico gave California to the United StatesRussians & Gold MinersDo some T or F questions:1.In the early 1800s, Russian fur trappers began settling in California. T2.In 1848, before the American-Mexican war, gold was discovered in California. F3.A lot of adventures achieved their dream of becoming rich. Fbecome the thirty-first state of the United states of AmericanFilling the blacksStage People Time EventAfricans1800s Moved from MexicoChinese1860s Build the railwayJapaneseEarlyFarmed 1900sLaterDenmark1911Established a townarrivalsJewish By 1920Developed industryItalians Late 1900s Fished and made wineAfricans1942-1945Worked in ship& aircraftindustriesStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )T he state of California is a multicultural community because European,African and Asian people have been immigrating to the state for the last 200 years. Before their arrival, native American people had lived there for thousands of years. People from all over the world are still coming to settle in California because of its good climate and the lifestyleit offers.Step 6 HomeworkFinish“ Learning about language” on page 4.Period 2Language PointsTeaching aims1．To learn the useful expressions and sentence structures in the reading.2．To enable students to use language points both orally and in written forms. 3．To further get students inspired.Difficult points:Some key words often used in the exams.Important points:How to use the words and some important rules related to the new words. Teaching steps:Step 1Learning following words and phrases in reading text.1. distinction n.差；区分；卓著常用构：make a distinction between⋯⋯加以区分win a distinction for without distinction因⋯⋯而功无差地；一同仁地distinct adj.清楚的；明的；明确的be distinct from ...与⋯⋯不相同（的）He has a distinct gift for drawing.他有很明的画天。

人教版高中英语选修8 Unit1 A land of diversity 教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校选修8 Unit 1 A land of diversity闽侯六中——林锦安Period 1 ReadingTeaching goals1.Enable 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; asking 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 asmany 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 only 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 a land of great differences — differences in climate, in landscape 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 it is a place in which people, ideas, etc of different kinds gradually get mixed together.3.Beside 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 largeStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language”on page 4.Period 2 Extensive ReadingTeaching aims: 1. Improve Ss’ ability of reading2. 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。

人教版高中英语选修8：Unit 1 A land of diversity全单元教案

Unit 1 A land of diversity Ⅰ. 单元教学目标技能目标Skill Goals▲Talk about the USA▲Talk about (going) places▲Learn the words about the USA▲Learn how to ask questions and make comments▲Learn the usage of the Noun Clauses▲Write an introduction to places▲Study the culture and people of the USAⅡ. 目标语言功能句式Talk about (going) placesWhere have you visited recently?When did people first live there?What is the climate like?Why is it so warm / cold / dry / wet there?What’s the population of...?How many nationalities live there?What did you think about the people?What is the most important festival there?How do they celebrate it?What other interesting things did you see?That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful!You’re exciting / wonderful. Good / Creative /Fantastic / Super job!词1．四会词汇Strait distinct Arctic means majority ministry Catholic hardship elect federal rail percentage Italy Denmark boom aircraft Korea Korean Pakistan immigration racial crossing vice nephew pole applicant customs socialist occur cattle indicate luggage汇shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert2．认读词汇illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz3．词组Live on, the Arctic, by means of, make a life, keep up, back to back, team up with, mark out, take in a great/good many, apply for结构Learn to use the Noun Clauses重点句子1. However, it is likely that Native Americans were living in California... P22. Of the first Spanish to go to..., the majority were... P23. That is why... P24. Some died or returned home, but... P25. Although Chinese immigrants..., it was the building of... P26. It is believed that before long... P37. Built in 1873... was invented by... P88. It’s a... that takes in... P89. He was noticed by... and to find... P5110. He spoke publicly about..., using his fame to help... P51Ⅲ. 教材分析和教材重组1. 教材分析本单元以“地域文化”为主题, 旨在通过单元教学，使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。

人教课标版高中英语选修8Unit1_Listening,speaking_and writing精品教案

Unit1 Listening，speaking and writing精品教案Period 4Teaching aims:1. Improve the students’ listening, speaking and writing ability.2. Get the students to write a letter to advise someone who should give up smoking. Step1 listeningBackgroundGeorge is on holiday in the United States. He is touring around California. Here is his talk to his friend Christie.1 Listen to the tape for the first time and while listening, number the things they talk about in order.□ geographic areas of California 4□ where Ge orge's tour started 2□ California not as George expected 3□ where George is now 1□ Californian people 52 Listen again and complete the postcard George wrote.Dear Sam,I’m here in Joshua Tree National Park, in the_____________ of California. Have been traveling around the state of___________ for three weeks now. Very different from what I have seen in ________________. Not everyone is ______ not everyone lives near the _______. First traveled southeast through rich farmland then to the central part. They grow everything here including ___________________and fruit. Cattle too. Then traveled further __________ into mountains and _________.Californians are very friendly, and they are from many different ________ and cultures. Every culture has its own ______, ________, food and art.Most interesting. Wish you were here. Give my love to Paula.George(Answers: southern; California; American movies; rich; beach; Cotton, nuts, vegetables;Southeast; desert; races; music; festivals)3 Listen to the tape and answer the following questions.1)What surprised George about California?2)Why did George have the wrong impression of California before he went there?3)Why is there such a huge variety of different Types of music, food and art in California?Step 2speaking1.Brainstorm: ask students to say something about describing places as possible as they can.Give them some topics:Where have you visited recently?What is the climate like?What did you think about the people?What other interesting things did you see?That’s interesting / terrific / marvelous / cool / lovely ! (giving comments)2. Give them some useful expressions:That’s interesting / terrific / marvelous / cool / lovely !Really?How do you feel about…It seems to me …because…Sounds good.I see.Sorry to interrupt/for interrupting, but…Step3 writingIn this unit, students have learned some new language to help talk and write about the USA. Ask them to write down what they talked about the places just now. If time is not permitted, it can be left as their homework.Step 4Home workWrite a short passage about the place they have visited recently.。

人教版高中英语选修八全册教案

many of the following as you can. Compare your names with other groups. Step 2 Pre-reading 1. Ask the students to tell things about California including its location, size, population,
translate the following sentences
1) War was declared on the enemy.
2) She declared that she knew nothing about it.
3) Have you anything to declare.
declare oneself
Step 5 Homework
Review the language points.
Period 3 Grammar
Teaching aims 1. 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.
There are many immigrants to the USA and there are many cultures and nationalities. So it is a place in which people, ideas, etc of different kinds gradually get mixed together. 3. Beside each date note down an important event in Californian history.

人教英语选修八Unit1Alandofdiversity教案4

Unit 1 A land of diversity (选修8)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 illustrate ways that listeners indicate 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 expected to listen for the gist only. ReadEx1 on page 6 with students so that they know what to listen for and play the recording right through without stopping.4 Geographic areas of California2 Where George’s tour started3 California not as George expected1 Where George is now5 Californian people2.Read the 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 if necessary and then check answers by playing the tape again and stopping when the missing details are given.Dear Sam,I’m here 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 rich 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__, ___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 that4.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 can’t see each 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 his\her visit.HomeworkWrite a short passage about the place they have visited recently.。