人教版高中英语选修8unit1导学案 (简案)

Senior English Teaching & Learning Plans

Period 1Warming up and Reading Class（授课班级）Class:_____ Teaching time（授课时间）

Teaching aims （教学目的）Knowledge aims:

1．Get students to learn the useful words and expressions in this unit.

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 life

2. Let students learn about the history and geography of USA;nationality and people; customs and culture.

Ability aims:

1．Let students read the passage Marty's Story to develop their reading ability.

2．Enable students to know that people with disabilities can also live well.

Emotional aims：

1. Help the Ss know about the history and geography of USA; nationality and people; customs and culture.

2. Develop students‟ sense of cooperative learning.

Teaching emphasis （教学重点）

1. Develop students‟ different reading abilities.

2. Enable students to talk about the history and geography of USA;nationality and people; customs and culture.

Teaching difficulties （教学难点）

1. Let students learn more about the history and geography of USA;nationality and people; customs and culture.

2. Get students to learn different reading skills,especially the reading ability of understanding implied meaning of the author.

Teaching &learning procedures (教学与学习过程)

Learning Plan（学案）Teaching Plan （导案）Step1. Preparing lessons &self-study and exploring the problems Get the Ss to look through

(预习自学，探究问题)

Task1. Do Ex.No1 ( 参见《学习资源》Page3词汇认知)

Warming-up and Pre-reading to

do some exercises. （The aim is

to direct the students to

understand the topic and to gain

the useful information about the

USA .Meanwhile. let the Ss

learn some words ）

Step2.Finishing plan & asking questions（完成学案，提出问题）

Taks2. Read the short passages at Page 1-3 and choose one from A,B,C and D for each exercise in the

following.( 参见《学习资源》Page3 表层理解)

Step1.Check the answers

and review something in

Warming up.

Get the students to scan the

passage----CALIFORNIA

in groups and do the

comprehensive exercises.

(The aim of this part is mainly to

improve the students‟reading

skills.)

Step3.Researching cooperatively& answering questions(合作探究,解决问题)

Task3.Skimming: answer the following questions:

1.Who were the first to arrive in California to rush for gold?

2.When and why did the large number of Chinese immigrate to California?

3.What attracted people from different parts of the world to immigrate to

California?

Suggested answers:

1.South Americans and people from the United States.

2.During the gold rush period, many Chinese immigrated to California to achieve their

dream of becoming rich, and in the 1860s, a large number of Chinese went there to build

the railway from the west to east coast.

3.The temperate climate, the modern lifestyle and its diverse cultures attracted

immigrates to California.

Step2.Ask the students to

read the passage again and

finish Task3 in groups.

(The purpose is to improve

the students‟ability of

looking for useful

information.)

Step4.Summing &chewing,summarizing knowledge（总结反刍，知识梳理）

Task4. Get the students to find the following sentences in the passage and learn the

usages of them.( 参见《学习资源》Page 6)

Get the Ss to find ,analyze

and learn the long-complex

sentences .

Step5.Testing in class & improving skills（随堂检测，落实考点）

Task5. Ask the Ss to finish the comprehensive exercises (1-3) in the book

Answer key for exercise 1 on page 3:

Ex1. 15,000 years ago: First settlers crossed the Bering Strait in the Arctic to America.

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 declared war on Mexico.

1848: Gold was discovered in California.

1850: California became the 31 st state of the US.

English Teaching & learning Plan of Lvye Senior Middle School

(绿野高中英语导学案)

Topic

（课题）

Book8 Unit 1

A land of diversity

Teaching time（授课时间）

Designer

（设计）

Wang Junlong Checker（修订）Teacher (授课教师)