人教版高中英语选修八全册教案.docx
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人教版高中英语选修八全册教案.docx
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人教版高中英语选修八全册教案
选修8Unit1Alandofdiversity
Period1Reading
Teachinggoals
EnablethestudentstotalkaboutthingsabouttheUSA.
HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.
Teachingimportantanddifficultpoints
LearnthehugediversityofracesandculturesinCalifornia.
Teachingmethods
Fastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.
Teachingaids
Amap,ablackboardandacomputer
Teachingprocedures
Step1Warmingup.
AskthestudentstodescribewhattheylearnabouttheUSA.
Groupwork:
lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmanyofthefollowingasyoucan.Compareyournameswithothergroups.
Step2Pre-reading
AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc.WhatdoyoulearnaboutCalifornia?
ShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.
Step3Fastreading
Readthroughthepassageandgetthemainidea.
Readingcomprehension.
Askthestudentsthefollowingquestions:
Whenyoulookatthetitle,whatsoyouthinkof?
Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,inlandscapeandattitude.
2)WhyistheUSAcalledameltingpot?
TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether.
BesideeachdatenotedownanimportanteventinCalifornianhistory.
Step4Detailreading
Besideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.
Culturalgroups
Periods
Culturalgroups
Periods
Russians
early1800s
Japanese
Early1900s
Chinese
Late1840s/early1850s
Cambodians
Fromaboutthe1970s
Africans
1800s
Koreans
Fromaboutthe1970
Italians
Late1800s
Danish
1911
Jewish
1920s
Pakistanis
Fromaboutthe1970s
Step5Afterreading
WhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?
(Using3or4sentencestoexplain.)
Step6Homework
Finish“Learningaboutlanguage”onpage4.
Period2ExtensiveReading
Teachingaims:
1.ImproveSs’abilityofreading
2.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。
PARTIREADING(P8)
Step1.Fastreading:
SBP7PART1.
Step2.Carefulreading:
ReadGeorge’sdiaryandanswerthe5questionsonPage9PART2
Step3.Payattentiontothemainwords,phrasesandsentences(根据学生实际由集体备课确定)
PARTIIREADINGTASK(WBP51)
Step1.Fastreadingtofindthemaintopicofeachparagraph:
Step2.Texplainssomedifficultpoints.(由集体备课确定)
Step3.Homework:
readthepassagefluentlyandrecitesomeparts.
Period3Grammar
Teachingaims
EnablethestudentstousetheNounClausesasthesubject,object,predicativeandoppositive.
HelpthestudentslearnhowtousetheNounClauses.
Teachingimportantanddifficultpoints
Differthenounclauses.
Teachingmethods
Analysisandhavesomediscussions.
Teachingprocedures
Step1Preparation
Askthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesofnounclausestheyare.
1)WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause(主语从句)
2)ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.
Appositiveclause(同位语从句)&Predicativeclause(表语从句)
3)IbelievethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Objectclause(宾语从句)
Step2Discussion
AskthestudentstodiffertheNounClausesasthesubject,object,predicativeandoppositive.
名词性从句
特征
主语从句
宾语从句
表语从句
同位语从句
Step3Analysis
1.高考考查热点:
1)名词性从句的语序(陈述句语序);
2)几对重要关联词的区别:
whether\if,what\that,what\whatever,who\whoever,etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句;
4)根据具体情景选用适当的关联词。
2.根据例句,讨论:
1)whether\if的区别
I.Pleasetellmeif/whetheryouwillgotothelecturestomorrow.
II.Italldependsonwhethertheskywillclearup.
III.Thequestioniswhetherthefilmiswellworthseeing.
IV.WhetherhewillbewelltomorrowI’mnotsure.
V.Whetheritistrueremainsaproblem.
A.引导宾语从句,位于及物动词后
B.引导宾语从句,位于介词后
C.引导宾语从句,放句首
D.引导表语从句,主语从句或同位语从句
whether:
A,B,C,D
if:
A
2)What\that的区别
I.Ithinkthatitisunnecessaryformetospeaklouder.
II.Hismotherissatisfiedwithwhathehasdone.
III.Thathewasabletocomemadeushappy.
IV.Thisiswhatmakesusinterested.
V.ThereasonwasthatTodhadneverseenthemillion-poundnotebefore.
所引导的从句中是否缺主语、表语或宾语
汉语意义
能否省略
What
缺
什么;所……的东西、事情
否
that
不缺
无意义
宾语从句中能省略
3)who\whoever;what\whatever的区别
I.ThespokenEnglishcompetitioniscoming.Whowillattendthemeetinghasn’tbeendecidedyet.
II.Ibelievewhoevertakespartinthecompetitionwilltryhisbest.
III.Canyoutellmewhatyouwouldliketoorder?
IV.Whateverhappens,don’tbesurprised.
V.Allthefoodhereisdelicious.Justorderwhateveryoulike.
名词性从句
让步状语从句
Who
表示“谁”
/
Whoever
表示“…的任何人”
表“不论谁”
What
表“什么,所…的东西、事情”
/
Whatever
表“…的任何东西”
表“无论什么”
4)常见的it作形式主语的结构
I.Itisafactthathewonthematch.
II.ItisnecessarythatwedostudytheEnglish.
III.Itisknowntoallthatlighttravelsinstraightlines.
IV.Itseemedthathewouldcomehere.
基本句型结构
常用词语
Itis+名词+that从句
Itisafact/ashame/apity/nowonder/goodnews/…that…
Itis+形容词+that从句
Itisnecessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为(should)+动词原形
Itis+过去分词+that从句
Itissaid/reported/decided/known/…that…
It+不及物动词+that从句
Itseemed/happened/doesn’tmatter/hasturnedout/…that…
Step4Practice
1)Exs.3&4,StudentsBookP5
2)Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.
Step5Homework
1.Reviewwhatwehavelearnttoday.
2.Translatesentences:
1)显而易见,英语很重要.(主语从句)2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句)
4)问题是我们下一步该怎么做.(表语从句)
Period4Listeningandspeaking
Teachinggoals
Traintheirlisteningandspeakingabilities.
eachingimportantanddifficultpoints
Helpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.
Teachingmethods
Pairworkandgroupwork,discussionandcooperation
Teachingaids
Arecorder,acomputer,andablackboard
Teachingprocedures
Step1Listening
Thefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly.ReadEx1onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthroughwithoutstopping.
4GeographicareasofCalifornia
2WhereGeorge’stourstarted
3CalifornianotasGeorgeexpected
1WhereGeorgeisnow
5Californianpeople
Readthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation.Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails.Playittwiceifnecessaryandthencheckanswersbyplayingthetapeagainandstoppingwhenthemissingdetailsaregiven.
DearSam,
I’mhereinJoshuaTreeNationalPark,inthe___southeastern_
partofCalifornia.Havebeentravelingaroundthestateof
__california___forthreeweeksnow.Verydifferentfromwhat
Ihaveseenin___Americanmovies____.Noteveryoneis___rich__
andnoteveryonelivesnearthe__beach_____.Firsttraveled
southeastthroughrichfarmlandthentothecentralpart.
Theygroweverythinghereincluding__cotton,nuts,vegetables_____
andfruit.Cattletoo.Thentraveledfurther____southeast______into
mountainsand____desert_____.Californiansareveryfriendly,
andtheyarefrommanydifferent___races_____andcultures.
Everyculturehasitsown____music__,___festivals_____,foodandart.
Mostinteresting.Wishyouwerehere.GivemylovetoPaula.
George
TellthestudentsthatwhentheylistentothistimetheyaretofocusonwhatChristie,whoismainlylistening,says.PlaythetapeandstopaftereachthingthatChristiesayssothatstudentscanwritedownherwordsaccordingtothechartonpage7.
Christie’squestions
Thatisinteresting.
Whereareyou?
Cool.
Whereisthat?
YouwatchtoomanyAmericanmovies.
Whatareyoudoingdownthere?
Thatisinteresting.
Howisthetripbeen?
IwishIcouldseeitformyself.
Whatisitreallylike?
Thatdoesn’tsurpriseme.
Suchas?
Oh,Isee.
Hispanic?
Soundsgreat
4.Getthestudentstocomparetheiranswerswiththeirpartnersandchecktheanswers.
Step2Speaking
Withapartnerholdatelephoneconversationaboutaplaceyouhavevisitedrecently.
Sitbacktobackwithyourpartnersoyoucan’tseeeachother.
PartnerA:
Talkaboutwheretheplaceis,whattheclimateislike,whatyouthoughtaboutthepeople,andanyotherinterestingthingsyousawordid.
PartnerB:
Encourageyourpartnertotalkbyaskingquestionsandmakingcomments.
3.Swaproles.PartnerBtellsPartnerAabouthis\hervisit.
Step3Homework
Writeashortpassageabouttheplacetheyhavevisitedrecently.
Period5UsingLanguage
Teachinggoals
Targetlanguage
Usefulwordsandexpressions:
luggage,tram,apparently,slip,bakery,ferry,hire,seagull,immigration,teamupwith,markout,takein,agreatmany.
Teachingimportantanddifficultpoints
Improvethestudents’readingability(skimmingandscanning).
enablethestudentstograsptheusefulwordsandexpressions.
Teachingmethods
Reading,discussion,cooperativelearning
Teachingprocedures:
Step1Lead-in
LookatGeorge’sphotos.ThenquicklyreadGeorge’sdiary.Writethedayshesawthesethingsunderthephotos.
ReadGeorge’sdiarymoreslowlyandanswerthequestions.
1.Whydid
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