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1、1选修选修 8 Unit 1 A land of diversityPeriod 1 Reading Teaching goals Enable 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 points Learn the huge diversity of races a
2、nd cultures in California. Teaching methods Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids A map, a blackboard and a computer Teaching procedures Step 1 Warming up. Ask the students to describe what they learn about the USA. Group work: look at
3、 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-reading Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about Ca
4、lifornia? 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 reading Read through the passage and get the main idea. Reading comprehension. Ask the students the following questions: When you look at th
5、e 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 peo
6、ple, 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 large numbers.Cultural groups PeriodsCultural groups Peri
7、odsRussians early 1800sJapanese Early 1900sChinese Late 1840s/early 1850sCambodians From about the 1970sAfricans 1800sKoreans From about the 1970Italians Late 1800sDanish 191115,000 years ago16th centure182118461848185000First settlers crossedthe Bening Strait from Asia. These people are now known a
8、s Native Americans.Spanish soldiers arrived in South America.California became part of Mexico.The US declared war on Mexico.Gold was discovered in California.California became the 31st state of the US.2Jewish 1920sPakistanis From about the 1970sStep 5 After readingWhy is California in the 21st centu
9、ry 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 reading 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。 PART I READING (P8) Step 1. Fast reading: SB P7 P
10、ART 1. Step 2. Careful reading: Read Georges diary and answer the 5 questions on Page9 PART 2 Step 3. Pay attention to the main words, phrases and sentences(根据学生实际由集体备课确定)PART II READING TASK(WB P51) Step 1. Fast reading to find the main topic of each paragraph: Step 2. T explains some difficult poi
11、nts.(由集体备课确定) Step 3. Homework ：read the passage fluently and recite some parts.3Period 3 Grammar Teaching aims Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive. Help the students learn how to use the Noun Clauses. Teaching important and difficult points
12、 Differ the noun clauses. Teaching methods Analysis and have some discussions. Teaching procedures Step 1 Preparation Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are. 1)Whether native Americans arrived in California 15,000 year
13、s ago or 14,000 years ago is not important. Subject clause(主语从句) 2)The fact that they arrived a long time before Europeans is what matters. Appositive clause(同位语从句) 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）whetherif 的区别 I. Please tell me if/whether you will go to the lectures tomo
14、rrow. II. It all depends on whether the sky will clear up. III. The question is whether the film is well worth seeing. IV. Whether he will be well tomorrow Im not sure. V. Whether it is true remains a problem. 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
15、 2)Whatthat 的区别 I. I think that it is unnecessary for me to speak louder. II. His mother is satisfied with what he has done. III. That he was able to come made us happy. IV. This is what makes us interested. V. The reason was that Tod had never seen the million-pound note before.所引导的从句中是否缺主语、表语或 宾语汉
16、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）whowhoever; whatwhatever 的区别 I. The spoken English competition is coming. Who will attend the meeting hasnt been decided yet. II. I believe whoever takes part in the competition will try his best. III. Can you tell me what you would like to order? IV. Whatever happens, dont be surprised. V. All the food here is delicious. Just order whatever you like.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
