Unit 1 A land of diversity全单元教案

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高中英语《Unit 1 A land of diversity reading California》优质课教案、教学设计

人教版高中英语选修8 Unit 1 A land of diversity 教学设计Unit 1 A land of diversityReading CaliforniaI.教学内容分析单元话题和结构本单元主要围绕具有多元文化的美国这一主题展开，重点介绍了加利福尼亚的多元文化特征，使学生对加州移民有深入了解并认识到“美国是民族的熔炉”。

通过本单元学习，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基础。

II.Teaching Goals:1.To review what Ss have already known about California?2.To develop Ss’ some basic reading skills.3.To arouse Ss’ interest in learning about the history of people in California.4.To help Ss learn the huge diversity of races and cultures in America, especiallyin California.教学重点和难点1.教学重点(1)本单元教学目的和要求中的生词和短语；(2)了解加利福尼亚移民的特点以及加州的人文、历史等。

2.教学难点(1)了解美国文化的多元化特征，培养学生跨文化交际的意识，提高他们自身的素质；(2)学会使用“方向和位置”来介绍一个地方或描述一个事件，以及鼓励别人说话的方法；(3)学写有关介绍国家或城市等的说明文。

III.Teaching Procedures:Purpose: To get Ss to know how to skim for the gist.To get Ss to know the brief history focusing on the settlement of the state of California.To let Ss learn how to organize an expository writing.1.L ead-inPurpose: To arouse students’ interest in the text and encourage Ss to imagine the content of the text.Ask Ss to listen to the brife introduction about USA and finish the quiz.2.FastreadingPurpose: To get a brief understanding of the text.(1)Ask Ss to look through the text quickly. Then ask them to divide the passage into three parts according to the main idea of each part.Part 1（）Brief introduction to California.California is the largest state with the largest in the USA.It’s also the most state because of its history.Part 2（）When and why people from different countries moved to California.Part 3（）The future of California.(2)Ask Ss to read the text again and work in pairs and finish the three tasks.Task 1 Read the para 2&3，fill in the blanks.※Native Americans1.Living in California2.They crossed the Bering Strait to America by means o f a .3.in the 16th century: Native American skilled by Europeansforced into slavery died from the diseasesurvived the terrible times16th century18th centuryIn 1821In 1846Task 2 Read the para 4&5,then complete the T or F1.In the early 1800s, Russian hunters began settling in California.2.In 1848, before the American-Mexican war, gold was discovered in California.3.A lot of adventurers achieved their dream of becoming rich.4.California became the thirty-first state of the USA in 1850.Task 3 Read the para6-9,fill in the ter ArrivalsPart 3 The future: It will become a mixture of many races and cultures.※Summary （知识建构）California is the most state in the USA. The first settlers arrived in California by of a land bridge. In the 18th century, California wasby Spain, which had a deep effect on California. In 1848, gold was discovered in California, and the dream of becoming attracted people from all over the world. In the 1860s the building of the brought more Chinese there. In more recent decades, California has become to more people from Asia. Attracted by the climate and the , many people still to California. In the near future, California will become a mixture of many and cultures without any major racial or cultural groups.※巩固训练Check the new words and phrases in the reading.继续存在用...办法；通过习惯新的生活方式、工作等坚持；维持选择；选举；决定做某事大多数；大半※精讲点拨means n．手段；方法(单复数相同)eg.All possible means have been tried, but not a means has worked.所有可能的方法都尝试过了，但是没有一种方法奏效。

Unit 1 A land of diversity 教案备课讲稿

U n i t1A l a n d o f d i v e r s i t y教案Unit 1 A land of diversity 教案Period 1 ReadingTeaching goals1. Ability goalsEnable the students to talk about the history of California.2. Learning ability goalsEnable the students learn how to talk about the history of California.Teaching important pointsEnable the students learn how to talk about the important events in Californian history. Teaching difficult pointsEnable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer, a projector and some pictures.Teaching procedures & waysStep Ⅰ Lead-inIntroduce some knowledge about American flag, The White House, The Statue of Liberty to students.Step Ⅱ Warming upAsk the students to turn to page 1 and look at the map of the USA and talk about it in groups of 4.Then write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities. At last, check the answers with the whole class.Ask students to complete the passage about what they have learned about America. The USA lies in _________________, bordering both the ________ Ocean andthe _______ Ocean, between ________ and ________. There are _____ states inthe US. Forty-eight of them are in the single region, while _______ and _______are not contiguous with any of the other states.Keys: the North American, Atlantic, Pacific, Canada, Mexico, fifty, Alaska, Hawaii Step Ⅲ Pre-reading1. Ask students if they have a chance to go to the USA, where they prefer to visit, California or Washington DC or other cities and the reason.2. Show students some beautiful pictures of California.3. Introduce some knowledge about California to students.4. Show students three pictures on page 2, 3 and ask them to think about “How is each picture relevant to the history of California?”Native Americans— one of the first people to live in California.Gold miners — the discovery of gold in California created a gold rush which brought people from all over the world to California.A building in Chinatown, San Francisco — Many Chinese have settled in California and many of them live in Chinatown in San Francisco.5. Ask students to finish the quiz about California.Step Ⅳ ReadingSkimmingIn this part, the students will read the text again and try to get the main idea.The text is about the brief _______ of California, which focuses on the settlement of the state. historyCareful Reading1. Ask students to read the text carefully and fill in the blanks. Show the form with blanks on the screen.CALIFORNIAKeys:15000, land bridge, slavery, Europeans, 16th, religious, hunters, Russian-Americans, gold, Europe, Gold Rush, fishermen, Denmark, Jewish, farmers, 1800s, ship, Asia, Indians, computer2. Ask students to do the True or False exercise.1 California is the third largest state in USA but has the largest population.2 In 1848, before the American-Mexican war, gold was discovered in California.3 The native people suffered greatly after the arrival of Europeans in the 16th century.4 Over 40% of Californians speak Spanish as a first language.5 In the 1800s, Russian hunters began settling in California.6 A lot of people rushing for gold lost their lives or went back home, but most of them remained in California to make a living for themselves in the new towns or on farms.7 Compared with the period of gold rush, less Chinese immigrate to California during the period of building the rail network from the west to the east coast.8 By the 1920s, the film industry was well established in California.9 It is the computer industry since its beginning in 1970s that has attracted Indiansand Pakistanis to California.10 With more immigrants coming to California now and then, it is believed that before long there will be a even greater mix of nationalities in this state.Keys: TFTTTTFTTTStep V DiscussionAsk students to discuss:Why is California such a multicultural community? What problems do you think might arise?Step VI HomeworkAsk the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.Period 2 Language pointsTeaching goals1. Target language重点词汇和短语population, means, majority, mix, nationality, by means of, fight against, make a life, keep up重点句子Exactly when the first people arrived in what we now know as California, no one really knows.However, it is likely that Native Americans were living in California at least fifteen thousand years ago.That is why today over 40% of Californians speak Spanish as a first or second language.Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the rail network from the west to the east coast that brought even larger numbers to California in the 1860s.In more recent decades, California has become home to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.2. Ability goalsEnable the students to master the language points in the reading part.3. Learning ability goalsHelp the students learn the use of the important words and expressionsTeaching important pointsGet the students to master the important words and phrases.Teaching difficult pointsGet the students to understand the sentences.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰwords and phrases1. California is the third largest state in the USA but has the largest population.population(1) 对人口提问用what, 不用 how many, how much。

新课标人教版选修八 Unit 1 A land of diversity教案

Unit 1 A land of diversityPeriod 1 Warming up and Reading Teaching Aims:1.Enable the students to talk about things aboutCalifornia.2.Help the students learn the huge diversity of races andcultures in America, especially in California. Procedure:Step 1 Warming up.1.Ask the students to describe what they learn about theUSA.2.Group work: look at the map of the USA with yourgroup. Write on the map the names of as many of the following as you can. Compare your names with other groups.Answer key:Ocean on the east coast: Atlantic OceanOcean on the west coast: Pacific OceanCountry to the north of USA: CanadaCountry to the south of USA: MexicoMountain range in the west: Rocky MountainsGreat Lakes: Superior, Michigan, Huron, Erie and OntarioLongest river in the USA: Mississippi RiverSome important cities: New York, Washington D C, LosAngeles, San Francisco, NewOrleansStep 2 Pre-reading1.Ask the students to tell things about Californiaincluding its location, size, population, economy,history etc. What do you learn about California?2.Ask the students to see pictures and encourage studentsto say what each picture is about.3.Picture 1 : Life of Native Californian IndiansPicture 2: A Californian gold miner around 1849Picture 3: A traditional Chinese building in SanFrancisco’s ChinatownStep 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 greatdifferences —differences in climate, in landscape and attitude.3.Beside each date note down an important event inCalifornian history. Do EX1 on page3in the book.Step 4 Detail readingBeside each cultural group, write the period in which they first came to California in large numbers. Do EX2 on page3 in the book.Step 5 Post-reading1.Do exercise ii on page 3 in YINGZAIKETANG.2Ask Ss to sum up how to write a similar essay .Step 6.Homework (1 minute)1.Do exercise iii on page 3 in yingzaiketang.2.preview the language pointsReflection after teaching:1Period 2 Language Points （1）Teaching Aim:Learning the use of words and expressions on page 3--7 in Yingzaiketang:Procedure:Step 1 Learn item 1.4.5.6.11 (20minutes)1. Ask students to learn their usage . (8minutes ).2. Do exercise1.. on page 7 in yingzaiketang. (10minutes)3. Check the answers. (2minutes)Step2. Expressions . (15minutes)1.Learning the usages of the rest expressions in yingzaiketang: item 2.7.8.9.10.12. Ask them what are points.2.Remember the points by themselves in 7 minutes. Then make a survey.Step3. Test (5minutes)1. Do exercise IV 1-5 on page 8 in yingzaiketang. (4minutes)2. Check the answers. ( 1 minutes )Step 4. Homework.1. review what we learned2. do exercise II.III.ivV on P8 in Yingzaiketang: Reflection after teaching:Period 3 Language Points（2）Teaching Aim:1. check homework.2. Learning the use of words and expressions on page 9in Yingzaiketang:Procedure:Step 1. check homewor(15minutes)1. Ask students to show their answers to ExII.III.IV(2minutes)2.Ask Ss to give explanations if they have questions. Ifsome students have questions, I will ask other students to help them.3. Deal with the problems.Question: If your answers are all right, put up your hands.Step2.Learning (10minutes)Learn the use of suggest and occur in 4msTranslation1.他点头表明他同意了。

人教版选修8unit1A land of diversityP1教学设计

Unit 1 A land of diversityPart 1 Teaching Design第一局部教学设计Period 1 A sample lesson plan for reading(CALIFORNIA)IntroductionIn this period, after the warming up, studentswill be guided to pre-read by discussing, read forforms, copy and make sentences. Then they shallread the text to transfer information. Next theywill read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.ObjectivesTo help students understand the text’s forms and contents and learn about a land of diversityTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusWords illustrate, indicate, swap, slip, hire, insert, reactCollocations by means of, occur to, team up with, mark out, take in, a great manyPatterns 1. Exactly when the first people arrived in what we now know as California, no one really knows.2. However, in 1846 the United States declared war on Mexico and after itlost the war, Mexico had to give California to the United States.3. Although Chinese immigrants began to arrive during the Gold Rush Period,it was the building of the railway from the west to the east coast that broughteven larger numbers to California in the 1860s.4．Now that you have read the text, you know a lot more about the pictures onpages 1-3.AidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by talking about CaliforniaCalifornia is a state located on the west coast ofthe United States. It is by far the most populousstate in the U.S., as well as the most physicallydiverse, with the highest and the lowest points inthe lower 48 states located within 150 miles ofeach other. If California were an independentnation, it would have the fifth largest economyin the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is "The Golden State" in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.2. Pre-reading by discussingLook at the pictures on page 1. Discuss them in pairs.The famous Hollywood sign, a symbol of the city's world famous entertainment culture.Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration of high tech businesses.3. Reading for formsRead the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.Then how to learn collocations?•Be aware of collocations, and try to recognize them when you see or hear them.•When you learn a new word, write down other words that collocate with it.•Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.•Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.5. Transferring informationNow you are going to the text again to note down the most important events in the California history.6. Reading the text again to draw a diagram of it and retell the story in your own wordsMost texts have a three-part structure—introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.Type of writing and summary of CALIFORNIA7. Closing down by writing a history accountTo end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.。

人教版高二英语选修8_Unit_1_A_land_of_diversity__全单元教案

Unit 1 A land of diversityThe First Period Warming up一．Aims:1. Teaching aimsHelp the students learn more information about America.Important words: ocean, coast, mountain, range, compare2. Ability aimsEnable the students to know more about Ameri ca and can give some cities’ names 二．ContentsStep IAsk the students to talk about the names in groups, and then write down them on the map.Step IICompare answers with other groupsStep IIIGive the correct names to the students.Step IVTell the students some information about America to improve their interest. And ask some students to say what they know about America.Homework To observe an American mapAdd:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Second Period Reading 一．Aims:1.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 in California.二．Contents:Step 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 thenames of as many 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 eachpicture is about 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 toStep 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.Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Third Period Language Points 一．Aims:1.Learn expressions and phrases.2.Learn language points.二．Contents:1. means: a method or a way of doing. 方式，方法，手段（但复数同形）Translate:一切可能的办法都试过了。

Unit 1 A land of diversity全单元教案-推荐下载

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!
2
对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料电试力卷保相护互装作置用调与试相技互术通关，1系电过，力管根保线据护敷生高设产中技工资术0艺料不高试仅中卷可资配以料置解试技决卷术吊要是顶求指层，机配对组置电在不气进规设行范备继高进电中行保资空护料载高试与中卷带资问负料题荷试22下卷，高总而中体且资配可料置保试时障卷，各调需类控要管试在路验最习；大题对限到设度位备内。进来在行确管调保路整机敷使组设其高过在中程正资1常料中工试，况卷要下安加与全强过，看2度并22工且22作尽22下可22都能2可地护1以缩关正小于常故管工障路作高高；中中对资资于料料继试试电卷卷保破连护坏接进范管行围口整，处核或理对者高定对中值某资，些料审异试核常卷与高弯校中扁对资度图料固纸试定，卷盒编工位写况置复进.杂行保设自护备动层与处防装理腐置，跨高尤接中其地资要线料避弯试免曲卷错半调误径试高标方中高案资等，料，编5试要写、卷求重电保技要气护术设设装交备备4置底高调、动。中试电作管资高气，线料中课并3敷试资件且、设卷料中拒管技试试调绝路术验卷试动敷中方技作设包案术，技含以来术线及避槽系免、统不管启必架动要等方高多案中项；资方对料式整试，套卷为启突解动然决过停高程机中中。语高因文中此电资，气料电课试力件卷高中电中管气资壁设料薄备试、进卷接行保口调护不试装严工置等作调问并试题且技，进术合行，理过要利关求用运电管行力线高保敷中护设资装技料置术试做。卷到线技准缆术确敷指灵设导活原。。则对对：于于在调差分试动线过保盒程护处中装，高置当中高不资中同料资电试料压卷试回技卷路术调交问试叉题技时，术，作是应为指采调发用试电金人机属员一隔，变板需压进要器行在组隔事在开前发处掌生理握内；图部同纸故一资障线料时槽、，内设需，备要强制进电造行回厂外路家部须出电同具源时高高切中中断资资习料料题试试电卷卷源试切，验除线报从缆告而敷与采设相用完关高毕技中，术资要资料进料试行，卷检并主查且要和了保检解护测现装处场置理设。备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料电试力卷保相护互装作置用调与试相技互术通关，1系电过，力管根保线据护敷生高设产中技工资术艺料0不高试仅中卷可资配以料置解试技决卷术吊要是顶求指层，机配对组置电在不气进规设行范备继高进电中行保资空护料载高试与中卷带资问负料题荷试2下卷2，高总而中体且资配可料置保试时障卷，各调需类控要管试在路验最习；大题对限到设度位备内。进来在行确管调保路整机敷使组设其高过在中程正资1常料中工试，况卷要下安加与全强过，看度并22工且22作尽22下可22都能22可地护以缩1关正小于常故管工障路作高高；中中对资资于料料继试试电卷卷保破连护坏接进范管行围口整，处核或理对者高定对中值某资，些料审异试核常卷与高弯校中扁对资度图料固纸试定，卷盒编工位写况置复进.杂行保设自护备动层与处防装理腐置，跨高尤接中其地资要线料避弯试免曲卷错半调误径试高标方中高案资等，料，编试要5写、卷求重电保技要气护术设设装交备备置底4高调、动。中试电作管资高气，线料中课并敷3试资件且、设卷料中拒管技试试调绝路术验卷试动敷中方技作设包案术，技含以来术线及避槽系免、统不管启必架动要等方高多案中项；资方对料式整试，套卷为启突解动然决过停高程机中中。语高因文中此电资，气料电课试力件卷高中电中管气资壁设料薄备试、进卷接行保口调护不试装严工置等作调问并试题且技，进术合行，理过要利关求用运电管行力线高保敷中护设资装技料置术试做。卷到线技准缆术确敷指灵设导活原。。则对对：于于在调差分试动线过保盒程护处中装，高置当中高不资中同料资电试料压卷试回技卷路术调交问试叉题技时，术，作是应为指采调发用试电金人机属员一隔，变板需压进要器行在组隔事在开前发处掌生理握内；图部同纸故一资障线料时槽、，内设需，备要强制进电造行回厂外路家部须出电同具源时高高切中中断资资习料料题试试电卷卷源试切，验除线报从缆告而敷与采设相用完关高毕技中，术资要资料进料试行，卷检并主查且要和了保检解护测现装处场置理设。备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中资料试卷方案。

Unit-1-A-land-of-diversity-教案

Unit-1-A-land-of-diversity-教案Unit 1 A land of diversity 教案Period 1 ReadingTeaching goals1. Ability goalsEnable the students to talk about the history of California.2. Learning ability goalsEnable the students learn how to talk about the history of California.Teaching important pointsEnable the students learn how to talk about the important events in Californian history.Teaching difficult pointsEnable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer, a projector and some pictures.Teaching procedures & waysStep Ⅰ Lead-inIntroduce some knowledge about American flag, The White House, The Statue of Liberty to students.Step Ⅱ Warming upAsk the students to turn to page 1 and look at the map of the USA and talk about it in groups of 4.Then write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities. At last, check the answers with the whole class.Ask students to complete the passage about what they have learned about America.Keys:15000, land bridge, slavery, Europeans, 16th, religious, hunters, Russian-Americans, gold, Europe, Gold Rush, fishermen, Denmark, Jewish, farmers, 1800s, ship, Asia, Indians, computer2. Ask students to do the True or False exercise.1 California is the third largest state in USA but has the largest population.2 In 1848, before the American-Mexican war, gold was discovered in California.3 The native people suffered greatly after the arrival of Europeans in the 16th century.4 Over 40% of Californians speak Spanish as a first language.5 In the 1800s, Russian hunters began settling in California.6 A lot of people rushing for gold lost their lives or went back home, but most of them remained in California to make a living for themselves in the new towns or on farms.7 Compared with the period of gold rush, less Chinese immigrate to California during the period of building the rail network from the west to the east coast.8 By the 1920s, the film industry was well established in California.9 It is the computer industry since its beginning in 1970s that has attractedIndians and Pakistanis to California.10 With more immigrants coming to California now and then, it is believed that before long there will be a even greater mix of nationalities in this state. Keys: TFTTTTFTTTStep V DiscussionAsk students to discuss:Why is California such a multicultural community? What problems do you think might arise?Step VI HomeworkAsk the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.Period 2 Language pointsTeaching goals1. Target language重点词汇和短语population, means, majority, mix, nationality, by means of, fight against, make a life, keep up重点句子Exactly when the first people arrived in what we now know as California, no one really knows.However, it is likely that Native Americans were living in California at least fifteen thousand years ago.That is why today over 40% of Californians speak Spanish as a first or second language.Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the rail network from the west to the east coast that brought even larger numbers to California in the 1860s.In more recent decades, California has become home to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.2. Ability goalsEnable the students to master the language points in the reading part.3. Learning ability goalsHelp the students learn the use of the important words and expressionsTeaching important pointsGet the students to master the important words and phrases.Teaching difficult pointsGet the students to understand the sentences.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰwords and phrases1. California is the third largest state in the USA but has the largest population.population(1) 对人口提问用what, 不用how many, how much。

M8U1 A land of diversity教案

M8U1 A Land of DiversityReadingI. lead-inShow some pictures in which are famous places of interest in California, including Hollywood, Disneyland, Golden bridge, Chinatown and the native Americans.II. Pre-readingBy dealing with multiple choices, let students get to know more about California. For example, where is it? What is it famous for? How large is it? Also by introducing the famous basketball team----LA Lakers, the interest was aroused and the multi-culture phenomena are best illustrated, because there are many international players with various culture background.III. While-reading1. Scanninga)Go through the text and spot the kinds of people going to California.b)What order is the text arranged?c)Find out the topic sentence in Para. 1.2. SkimmingWrite down the period in which they first came to Californian in large numbers.3. Careful-readingNative Americans (15000 years ago) —One of the first people to live in California.a)How did they arrive there?b)What sufferings did the arrival of Europeans bring to them?The Spanish and Russians (16th century) dealing with T or F questionsa)Spanish soldiers fought against native people mainly for their land.b)The majority of the first Spanish to go to California were people who believed in God.c)California used to be an independent country.d)The US took California away from Spain.e)Spanish is still widely spoken in California.f)In the early 1800s, there are about 25000 Russian-American living in San Francisco.Gold minersa)What happened I 1848?b)Who went to CA?c)Did they make fortune?d)What did most people do in California?e)What was Californian like by 1850?Later arrivalsa)What do these words or phrases mean?b)There were two towns and industries established. What are they?Recent arrivals and futurea)______ has attracted people from India and Pakistan to California?A. DrugsB. goldC. MedicineD. computer industryb)With the mix of nationalities, will there be any?Draw a conclusion that California is the most multicultural state in the USA.It is a melting pot. (show the pictures to students)IV. Post-readingAfter learning the text, we can know that different kinds of people with different culture background crowed in to California. They mixed, and made changes to each other.In what aspect did they make changes for each other?FoodReligionArt, music,Festival, customs, tradition,Language,Economy, trade, Job opportunity, Lifestyle,Environment,Thoughts and ideas, TrafficClothingV. DiscussionNingbo, as a coastal and open city attracts different kinds of people from different parts of our own country and also foreigners from the USA, European countries and so on.How was Ningbo changed?What advantages and disadvantages are there living in such a melting pot?Advantages●Share different cultures and customs●Improve the development of the cultures and customs●Enjoy delicious food all over the world●Bring up various lifestyles and architectures●Communicating with people all over the world without travelingDisadvantages●Conflict between different cultures or religions●Communication gap between cultures●Racial prejudice●Difficult to be adapted to the regulations and environment there●The descendants may forget their rootsClassroom Teaching Record:Module 8 Unit 1 Reading Californiaby Gu Maolei( recorded by Qin Shao)T: As for China, we may be proud of our Great Wall, so what about the most powerful country in the world with a short and colorful country?Ss: (together) America!T: So what is famous in America?S1: Money. (laugh)S2: Basketball.S3: Baseball.T: Yes, baseball is the national ball of America.S4: Football.T. Yes, American football is baseball. Any buildings that come into your mind?Ss: The status...T: Yes, the Statue Liberty. So I‘ll show you some pictures taken from one state of America. (Show some pictures on the screen.Hollywood, natives, Golden Bridge, China Town.)T: These pictures are taken in one state of America, can you guess what the state is?S: California.T: Let‘s have a quiz to know how much you know about california?(Ss do a quiz on the screen.)T: (The last exercise in the quiz)Which city is the nation‘s second largest city?S5: D.T: D? Sanfranciso? No, not right.Ss: Los Angeles!T: Yes. So where is Los Angeles? (Show a map on the screen) Los Angeles is in the south of California. You must know that in Los Angeles there is a famous basketball team called the... Ss: The Lakers.(Show a picture of the team)T: Who is the center? Gasol! From which country?Ss: Spain.T: And also there is a chinese player called Sun Yue. From this picture we can find that there are some black , some white, some brown people and a Chinese player with yellow skin. So we can see, in LA, maybe in California, there are many people coming from many parts of the world, joining in this city. How does the situation come into being? Now, let‘s turn to Page 1.Today we are going to know how the situation comes into being. First how many subtitles in the passage? Ss: Seven.T: Yes, what are they?Ss: Native Americans; the Spanish; Russians; Gold Miners; Later Arrivals; Most Recent Arrivals; the Future.T: According to this arrangement, can you guess how the text is arranged? In what kind of order? Ss: In the time order.T: Good. Read the first paragraph and try to find out two key words for this passage? (added: key word, the most important word.)S6: Multicultural and distinguishing.T: I think multicultural and distinguishing both mean that there are different things in California. We can say ‗diversity‘. Besides diversity, what is the other one?S7: History.T: Yes. So the last sentence tells us the passage is going to tell us the diversity of California by introducing the history of California. There are a lot of people crowding into California, so can you skim for the time when they first came to California in large numbers?(After a while) Check the answers together.T: So we can see there are different kinds of people from all over the world. Before they came to California, was there no one in California?Ss: No.T: So, who was the first settler there?Ss: The native Americans.T: How did they arrive and what sufferings did the arrival of Europeans bring to them? I will play the tape at the same time and try to find answers to the two questions.(Play the tape and Ss read the passage)T: How did they arrive there?S8: They crossed the Bering Strait in the Arctic to America by means of a land bridge which existed in prehistoric times.(Show an anciet map on the screen.)T: So they crossed the Bering Strait by means of a land bridge in prehistoric times, the period before the recorded history. So what‘s the meaning of ―by means of‖? It means by using something or with the help of. And what sufferings did the European arrivals bring to them?S9: Thousands were killed or forced into slavery. Many died fromt he diseases brought by the Europeans.T: So there are three bad effects. Thousands were killed and many were forced into slavery, there are many who died from the disease brought by the Europeans. The first Europeans, the Spanish and Russians in the 16th century. Read the true or false questions first and I will play the tape for you.(Play the tape and the students read aloud with the tape.)(After a while)Check the answers.T: After the Spanish and Russians, gold miners were coming. So, what happened in 1848? Who went to CA?(CA means California)Did they make a fortune and what did most people do in California? Now read silently by yourself and try your best to find the answers.(After a while)T: Finished? So, what happened in 1848?S10: Gold was discovered.T: Who went to CA?S10: People from all over the world?First the nearest.United States.T: Yes, American people.S10: The Europeans and Asians.T: Yes, all kinds of people. Did they make a fortune? Did they become rich?Ss: No.T: What did most people do in California if they couldn‘t become rich?S11: They settled in the new towns or on farms.T: They settled down on farms, that is to say, they remained in California to make a life. So after the golden period, le t‘s come to the later arrivals.What does these words mean ? First, immigrant. S12: People move to California from another place.T:So we can say people coming or going to another country?S12: Go to...T:Go? It means come. Sit down please. People coming in a country from abroad are called immigrants. What about ―Chinese Americans?‖S13: Chinese Immigrants.T: Maybe something like that. Right, good, sit down please. What about ―establish?‖S14: Build up.T: Yes, ―stablish‖means build up , set up or found. So in this period, when the later arrivals came, there are ―two towns‖ and ― three industries‖ that were established during this period. Try to find out what they are.(Ss read by themselvers and after a while)T: S15, what are the ―two towns‖?S15: The town established by immigrants from Denmark and Chinatown.T: And ―three industries‖?S15: Film industry; ship and aircraft industries.T: So, when we read this period, later arrivals, we may conclude that the industries of the United States or California was booming. So what‘s the meaning of ―booming‖?—Rising. So the economy of California was well-built up during this period. Later, will be the most recent arrivals and the future. And S16, would you please read the two parts for us?(S16 stands up and read the passage aloud in class. The teacher corrects a mistake in her pronunciation.)T: What attracted people from India Pakistanis into California?Ss: Computer Industry. So just now we have mentioned that there are many mixed nationnalities, different people with different cultural backgrounds pouring in or may be crowded in California. Will there be any conflict among them because they have different social backgrounds?S17: No.T: Why? Any suggestions from our text? Any information that tells us there is no conflict?(The bell rings.)S18: After so long a time they will be mixed.T: Maybe the last sentence is the best example for that. Right? Simply a mixture of many races and cultures. So after reading the whole text we can see that different people from different parts of the world with different social or cultural backgrounds were all coming to California. So what kind of state can we regard California as?Ss: Multicultural.T: Yes, multicultural is not only for California but also for the whole American. So American is regared as ―a melting pot‖. So what is ― a melting pot‖? –大熔炉. Since it‘s a melting pot and different people come here, in what aspects did they make effect on the society of California? Disscuss with the groupmates.(Discussion.)T: S19, can you tell us some good ideas?S19: language, race, culture.T: Sit down please. S20, anything more?S19: benefits. Learn more about America.S20: California is richer. Development of industry. Economy.S21: Cultures.T: I will give you some hints. For example, the Spanish have some different habits while they are eating, so the differnt is food. Maybe Chinese, we believe not in God, we believe in Buddha. (Show the answers on the screen.)T: I‘ve divided the effects into 6 groups from a b ...to f. Why? Because these changes also take place in our home town. So in those aspects, what changes have been made to Ningbo? 3 minutes for discussion.(Ss discuss in groups.The teacher walks around and joins in their discussion.)T: I‘ll choose some groups to share their ideas. First, group 1.A reporter from group 1: Sichuan food and Buddha from XinJiang.T: So it is about food and religion.A reporter from group 2: It changes our life style. The environment becomes worse.A reporter from gourp 3: It makes us fashion and open.A reporter from group 4: It changes our way of thinking and our spirits.A reporter from Goup 5: We can learn English better.T: Now here will come the homework: List three reasons why you agree or disagree according to the effects that we have mentioned to our society. OK, now that‘s all.(Class dismisses.)M8U1 A Land of Diversity 教学反思本节课是选修8第一单元A Land of Diversity中关于California的一堂阅读课，主要介绍California是一个多元文化构成的地区。

Unit 1 A land of diversity 教案

Unit 1 A land of diversity 教案Period 1 ReadingTeaching goals1. Ability goalsEnable the students to talk about the history of California.2. Learning ability goalsEnable the students learn how to talk about the history of California. Teaching important pointsEnable the students learn how to talk about the important events in Californian history.Teaching difficult pointsEnable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer, a projector and some pictures.Teaching procedures & waysStep Ⅰ Lead-inIntroduce some knowledge about American flag, The White House, The Statue of Liberty to students.Step Ⅱ Warm ing upAsk the students to turn to page 1 and look at the map of the USA and talk about it in groups of 4.Then write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities. At last, check the answers with the whole class.Ask students to complete the passage about what they have learned about America.The USA lies in _________________, bordering both the ________ Ocean and the _______ Ocean, between ________ and ________. There are _____ states inthe US. Forty-eight of them are in the single region, while _______ and _______are not contiguous with any of the other states.Keys: the North American, Atlantic, Pacific, Canada, Mexico, fifty, Alaska, HawaiiStep Ⅲ Pre-reading1. Ask students if they have a chance to go to the USA, where they prefer to visit, California or Washington DC or other cities and the reason.2. Show students some beautiful pictures of California.3. Introduce some knowledge about California to students.4. Show students three pictures on page 2, 3 and ask them to think about “How is each picture relevant to the history of California?”Native Americans— one of the first people to live in California.Gold miners — the discovery of gold in California created a gold rush which brought people from all over the world to California.A building in Chinatown, San Francisco — Many Chinese have settled in California and many of them live in Chinatown in San Francisco.5. Ask students to finish the quiz about California.Step Ⅳ ReadingSkimmingIn this part, the students will read the text again and try to get the main idea.The text is about the brief _______ of California, which focuses on the settlement of the state. historyCareful Reading1. Ask students to read the text carefully and fill in the blanks. Show the form with blanks on the screen.CALIFORNIAKeys:15000, land bridge, slavery, Europeans, 16th, religious, hunters, Russian-Americans, gold, Europe, Gold Rush, fishermen, Denmark, Jewish, farmers, 1800s, ship, Asia, Indians, computer2. Ask students to do the True or False exercise.1 California is the third largest state in USA but has the largest population.2 In 1848, before the American-Mexican war, gold was discovered in California.3 The native people suffered greatly after the arrival of Europeans in the 16th century.4 Over 40% of Californians speak Spanish as a first language.5 In the 1800s, Russian hunters began settling in California.6 A lot of people rushing for gold lost their lives or went back home, but most of them remained in California to make a living for themselves in the new towns or on farms.7 Compared with the period of gold rush, less Chinese immigrate to California during the period of building the rail network from the west to the east coast.8 By the 1920s, the film industry was well established in California.9 It is the computer industry since its beginning in 1970s that hasattracted Indians and Pakistanis to California.10 With more immigrants coming to California now and then, it is believed that before long there will be a even greater mix of nationalities in this state.Keys: TFTTTTFTTTStep V DiscussionAsk students to discuss:Why is California such a multicultural community? What problems do you think might arise?Step VI HomeworkAsk the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.Period 2 Language pointsTeaching goals1. Target language重点词汇和短语population, means, majority, mix, nationality, by means of, fight against, make a life, keep up重点句子Exactly when the first people arrived in what we now know as California, no one really knows.However, it is likely that Native Americans were living in California at least fifteen thousand years ago.That is why today over 40% of Californians speak Spanish as a first or secondlanguage.Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the rail network from the west to the east coast that brought even larger numbers to California in the 1860s.In more recent decades, California has become home to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.2. Ability goalsEnable the students to master the language points in the reading part.3. Learning ability goalsHelp the students learn the use of the important words and expressions Teaching important pointsGet the students to master the important words and phrases.Teaching difficult pointsGet the students to understand the sentences.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰwords and phrases1. California is the third largest state in the USA but has the largest population.population(1) 对人口提问用what, 不用 how many, how much。

高中英语 U1 A land of diversity reading教案高二英语教案

1.Why isCaliforniain the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )
2.What are the advantages and disadvantages of different races living together?
1.Ask the students to describe what they know about theUSA.
2.Group work: look at the map of theUSAwith your group. Write on the map the names of as many of the following as you can. Compare your names with other groups.
3. Pre-reading
1)General knowledge quiz aboutCalifornia
2)Show the students some pictures and encourage students not only to say what each picture is about but how each one relates toCalifornia.
课题
Module 8 unit1 Aland of diversity
备课日期
2015年5月5日
课型
Reading
教
学
目
标
知识与技能
1. Ss will be able to know more about theUSAandCalifornia.

高中英语选修8 Unit 1 A land of diversity教案

Unit 1 A land of diversityⅠ.重要单词聚焦1．n．差别；区分；卓著n. 手段；方法2．n. 3．大多数；大半n. 苦难；困苦4．5．vt. 选择；决定做某事；选举某人n. ( 6．人口、贸易的)繁荣vi. 处于经济迅速发展时期distinctionmeansmajorityhardshipelectboom7．n. 地极；电极；磁极8．n. 申请人n. ．海关；关税；进口税9 vi. 10．发生；出现n. 牛(总称．11 )vt. ．指出；标示；表明；暗示12 n. 行李(〈美〉baggage) ．13(shaved；shaved，shaven) vt.& vi.刮；剃14．adj. ．15显而易见的；显然的；表面上的滑动；滑行；滑跤．16vi.poleapplicantcustomsoccurcattleindicateluggageshaveapparentslipn. 滑动；滑倒17．vt.& n. 租用；雇用adv. ．18 无处；到处都无n. 处罚；惩罚19．n. ．正义；公平20vt.& vi. 21．改革；革新n. 改革；改造；改良22．vt.& n. 抓住；抓紧；掌握；领会adj. ．感激的；感谢的23hirenowherepunishmentjusticereformgraspthankfulⅡ.重点短语扫描继续存在；继续生存live 1．……用of... ……．2by 办法；借助3．make a 习惯于新的生活方式、工作等4．keep 坚持；维持；沿袭(风俗、传统等)up with 与……．5 合作或一起工作画线；标出……界线6．mark7．Take 包括；吸收a great/good ．8 许多；很多onmeanslifeupteamoutinmany9．apply 申请；请示得到另外10．inone's dream 实现梦想11．欣赏风景the view ．12foradditionachieveadmire课文原句突破Ⅲ.Scientists believe that these settlers crossed the Bering Strait in the Arctic to America by means 1．of a land bridge which existed in prehistoric times.用某种办法，借助于某事物。

高中英语Book8 Unit1 A land of diversity教案

Unit 1 A land of diversityPeriod 2 readingTeaching aims:Help the students learn the huge diversity of races and cultures in California.Understand why California is such a multicultural communityLearn language points.Teaching important and difficult points:Learn the huge diversity of races and cultures in California.Teaching methods:Fast and careful reading; asking , answering.Teaching aids:A map, a blackboard and a computerTeaching procedures:Step 1 Pre-reading1.Ask the students to look at the map of the USA and point outwhere California is .2.Give a brief introduction of California3.Show the students some pictures and encourage students not onlyto say what each picture is about but how each one relates to California.1 / 3Step 2 Fast reading1.Read through the passage and get the main idea.2.Have a general knowledge Quiz about CaliforniaStep3 Read again.Beside each time, note down an important event in Californian history.15,000 years ago: First settlers crossed the Bering Strait from Asia. These people are now known as Native Americans.16th century:Spanish soldiers arrived in South America.1821:California became part of Mexico.1846:The US declare war on Mexico.1848:Gold was discovered in California.1850:California became the 31st state of the US.Step 4 Careful readingBeside each cultural group , write the period in which they first came to California in large numbers.Spanish early 1500s Russians early 1800s Africans 1800sChinese late 1840s/ early 1850s Italians Late1800s Danish 1911Jewish1920s Japanese early 1900s Koreans from about the 1970s2 / 3Cambodians from about the 1970s Vietnamese from about the 1970sPakistanis from about the 1970sStep 5 Enjoy some picturesStep 6 DiscussionWhy is Califaornia such a multicultural community?What problems do you think might arise?Explain in your own words and write three of four sentences. Compare your answer with your partner and be prepared to tell your ideas to the class.Step 7 Homework1.Finish “Learning about language”on page 4.2.Underline the sentences you don’t understand.3 / 3。

Unit_1_A_land_of_diversity单元教案

Unit 1 A land of diversityTeaching goals教学目标1. Target language 目标语言重点词汇和短语strait, means, slavery, Spain, majority, Catholic, Mexico, immigration, percentage, Denmark, Danish, aircraft, Korea, Korean, Pakistan, Pakistani, mix, mixture, nationality, racial, the Bering, by means of, the Pacific Islands, make a life2. Ability goals能力目标Enable the students to talk about the history of California, and learn to do comprehension.3. Learning ability goals 学能目标Enable the students learn how to talk about the history of California.Teaching important points 教学重点Enable the students learn how to talk about the important events in Californian history.Teaching difficult points教学难点Enable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methods教学方法Skimming, scanning and discussion.Teaching aids教具准备a computer, a projector and some pictures.Teaching procedures & ways教学过程与方式Step Ⅰ Lead-inlet us do a quiz.1. Who is the president of United States of American now?2. How many states are there in the USA?A 47B 48C 49 D503. Where is the White House?A. CaliforniaB. AlaskaC. WashingtonD. Texas4. ___has the largest population in the USA.A. CaliforniaB. AlaskaC. WashingtonD. Texas Step ⅡReadingRead the text fast and try to finish the task belowPart 1 Useful words and phrasesPart 2 a better understandingPart 3 comprehensionPart 1 Useful words and phrases1. Useful expressions:【paragraph 1】1.第三大州2.拥有人口最多3.有……的特征4.多元文化的5.继续存在6.文化的多样性【paragraph 2】1.有可能（句型）2.穿越北极的白令海峡3.借助大陆桥4.在史前时期5.受了很多苦6.被迫成为奴隶7.艰难度过这些恐怖时期【paragraph 3】1 和…打仗2 大部分人3.向墨西哥宣战【paragraph 5】1 第一批到达的人2 实现他们…的梦想3 谋生4. 尽管很艰苦5. 决定成为【paragraph 6】1.很大比例的【paragraph 7】1 保持他们的丹麦文化2 很好地建立了起来3 行业的繁荣【paragraph 8】1 在20世纪初【paragraph 10】1不久以后2明显主要的种族或文化群体3. …和…的混合物Part 2 A better understandingstep 1 Divide the passage into three parts and try to get the main idea of each part. Part1 ( ) Brief introduction to California.Part2 ( ) When and why people from different countries moved to California.Part3 ( ) The future of California.step 2 detailed readingpart 1 ( 1 )California is the _______ largest state in the USA, but has the _______population. California has the distinction of being the most _____________ state in the USA Part 2( 2——9 )How many kinds of people are mentioned in Part 2?1 2 3 4 5 61 Native Americans1.Time:2. How did they come :3.What happened in the sixteenth century?2 The Spanish16th century18th centuryin 1821in 1846Influence:3 Russians & Gold MinersTrue or false statements:1.In the early 1800s, Russian hunters began settling in California.2.In 1848, before the American-Mexican war, gold was discovered in California.3.A lot of adventurers achieved their dream of becoming rich.4.California become the thirty-first state of the United states of America in 1850.4 Later arrivalsStage People Time EventLater a r r i v a l s Chinese Build the railway Japanese Farm Denmark Established a town Jewish film industry Italians Fished and made wine AfricansWorked in ship& aircraftindustries5 Recent arrivalsStage People Time EventRecent arrivals Indians,PakistanisWorked in Computer industry CambodiansKoreansVietnameseLaotiansImmigratedFuture Different parts Future ImmigratePart 3( 10 )What attract people from different parts of the world to California? Part 3 ComprehensionRead the text again and finish 5 multiple-choice questions1. This passage is most likely to be taken from ______.A. a newspaperB. a geography bookC. a novelD. a travel brochure2. From the passage, we know that ____.A. European and Jewish people came to see films in HollywoodB. People from Mexico came to work in the ship and aircraft industriesC. Indians and Pakistanis have made contributions to the Californian computer industryD. There will be major racial or cultural groups in California in the future3. Which event brought even large members of Chinese immigrants to California?A. To build the railway from W to E in the 1860sB. To make wine during the late 19th centuryC. To achieve their dreams during the Gold Rush PeriodD. To develop film industry in the 1920s4. What attract people from different parts of the world to still immigrate to California?A. Computer industryB. Aircraft industryC. Climate and lifestyleD. History and culture5. What does this passage mainly talk about?A. People living in California have different nationalities.B. California is the most attractive state of the US.C. The area of the California is larger than any other city of the US.D. California is a state consisting of various people from almost all over the world.Step Ⅳ discussionPlease try to describe California according the following tips:Native Americans →the Spanish →Russians →Gold miners →later arrivals →most recent arrivals →the futureStep Ⅴ homework1.Surf the internet and read more about California &America.2.Write a small passage about California using the information they have gotfrom the book and the internet.。

河北省高二英语选修8-Unit1《A-land-of-diversity》全套教案

河北省高二英语选修8 Unit1《A land of diversity》全套教案教学目标知识目标①通过回顾旧知，根据图片提示，能回答关于美国基本常识的问题。

②按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。

③通过认真阅读文本，自己组织语言，准确无误地复述和总结不同种族在加州的简要历史。

能力目标①通过图片提示，并在教师的指导下，学会提炼要点并复述文章，锻炼自己的表达能力。

②通过完成写作任务总结文章主要内容的方法，明白加利福尼亚州具有多元文化的原因。

情感、态度、价值观目标通过观看图片和聆听歌曲，对加利福尼亚州的历史有所了解，增强跨文化交际的能力。

教学重难点根据图片提示，能回答关于美国基本常识的问题。

按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。

教学工具教学过程Warming Up (Guessing Game )ReadingLook at this picture. Where is this lady?Question: Do you know anything about America? Here are some questions for you.Show a map of the fifty states of the USA. Give the students some clues to let them guess which state we will learn.Task 1 Fast Reading1. According to para. 1, what’s the topic of this text?2. Retelling.3. How many kinds of people are mentioned in this text?Task 2 Detailed Reading1. Native Americans2. TheSpanish (Time VS. Event)In theearly 16th centuryIn the 18th centuryIn1821In 1846短文填空At thattime, California was _____ (rule) by Spain. _______ (Spain) soldiers firstarrived in the early 16th century, _____ they fought against the natives andtook their land. Of the first Spanish to go there, the ________ (major) werereligious men, whose ministry is _______ (teach) the Catholic religion. In1821, Mexico gained its ___________ (independent) In 1846 the US declared war___ Mexico. Mexico was _______ (defeat) and had to give California to the USA.That is ____ today over 40% of Californians still speak Spanish.3. The Russians and Gold miners4. Later arrivals and most recent arrivals5. The futureTask 3 Micro-writingWhy is California such a multiculturalcommunity in the 21st century? Explain in your own words. Write three or four sentences.课后小结学完了这节课，你有什么收获？课后习题1. According to para. 1, what’s the topic of this text?A. The culture of CaliforniaB. The history of CaliforniaC. the population of California2. Retell it with the help of the given words.3rd largest → largest population → distinction → multicultural → attract → customs/languages3. How many kinds of people are mentioned in this text?4. 短文填空At that time, California was _____ (rule) bySpain. _______ (Spain) soldiersfirst arrived in the early 16th century, _____ they fought against the nativesand took their land. Of the first Spanish to go there, the ________ (major)were religious men, whose ministry is _______ (teach) the Catholic religion. In1821,Mexicogai ned its___________ (independent) In 1846 theUSdeclared war ___Mexico.Mexicowas _______ (defeat)and had to give California to theUSA. That is____ today over 40% of Californians still speak Spanish.5. The future: what will happen in the future?___ is believed that ___________ the _____ of nationalities will be ____ great _____ there will be ___ distinct major racial or cultural groups, ___ simply a ________ of many races and cultures.6. Micro-writing 微写作加利福尼亚有着鲜明的特色, 是美国最具多元文化的州。

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

人教版高中英语选修8《Unit 1 A land of diversity》教案人教版高中英语选修8《Unit 1 A land of persity》教案【一】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 mon. 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 in a culture? 等。

2.情感目标学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。

Unit 1 A land of diversity语法教案

Unit 1 A land of diversityGrammarTeaching goals教学目标1. Target language 目标语言重点词汇和短语The Noun Clauses, occur to2. Ability goals能力目标Enable the students to identify the different types of the Noun Clauses and learn to use them.3. Learning ability goals 学能目标Help the students learn how to use the Noun Clauses.Teaching important points 教学重点Enable the students to use the Noun Clauses.Teaching difficult points教学难点Enable the students to distinguish different types of noun clauses.Teaching methods教学方法Comparing and practice.Teaching procedures & ways教学过程与方式Step 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.T: Today’s topic is noun clauses. A noun clause is an entire clause which takes the place of a noun in another clause or phrase. Like a noun, a noun clause acts as the subject or object of a verb or the object of a preposition, answering the questions“who(m)?” or “what?”. There are many types of noun clauses. Today we’re going to discuss only noun clauses as objects.Show the following.He knows that noun clauses are difficult.T: OK. Please look at the sentence on the blackboard. There is a that-clause in the sentence. Do you know what clause it is called?Ss: Y es. It is an object clause.T: Right. How do you know this?S: I think the clause is used as the object of the verb “knows”.T: V ery good. There are three types of common noun clauses, which I’ll eventually cover. Now I’d like to show you more examples about them.Show the following on the blackboard· 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.T: As for punctuation, the clause determines whether it’s a question or statement. How do you use them correctly?Ss: That clauses are made from statements and are introduced by the word that. If / whether clauses are made from general questions and are introduced by the words if or whether. Wh-clauses are made from special questions and are introduced by the wh- words.T: Quite right. If the clause is used as subject, we call it the subject clause. This kind of clause is also used as the predicative, the appositive or the attributive. Are you clear about that?Step Ⅲ PracticeAsk the students to practice Activities 1~4 on page 5. For Activities 1~2, discuss whatrole 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.T: In English we often find clauses acting as subject, object, appositive and predicative. Here are some more examples about them. Now please open your books and turn to page 5, let’s look at the underlined noun clauses. Please discuss what role these clauses play in the sentences in pairs.A few minutes later.T: In the sentences, what types of noun clauses are they?Ss: In the first sentence, the underlined part is used as subject. It is the subject clause. In the second sentence, the underlined part is used as predicative. It is the predicative clause.In the third sentence, the underlined part is used as object of the verb “know”. It is the object clause.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.。