2020版新一线高考英语人教版一轮复习教学案：第1部分选修8Unit1Alandofdiversity含答案

Unit 1 A land of diversity[单词拼写应用]核心单词1．means n．手段；方法2．hardship n．苦难；困苦3．boom n．(人口、贸易的)繁荣vi.处于经济迅速发展时期4．occur vi.发生；出现5．luggage n．行李6．hire vt.& n．租用；雇用7．thankful adj.感激的；感谢的8．reform vt.& vi.改革；革新n．改良；改革；改造9．grasp vt.& n．抓住；抓紧；掌握；领会10．customs n．海关；关税；进口税[语境运用] 用所给词的适当形式填空。

1．It just occurred(occur) to me that if we wanted to go to the seashore for our vacation，we had better make reservations in advance.2．I am not certain whether I have grasped (grasp) what you meant.3．Last year he hired(hire) three labourers to help his harvest.4．In the meantime，mobile online shopping market is_booming (boom) in China，with an annual growth rate of 63.5%.5．Whenever it is，we should keep a thankful(thank) heart towards everything existed.6．Great changes have taken place since our country reformed (reform) and opened to the outside world 40 years ago.拓展单词1．major adj.主要的vi.主修n．专业→majority n．大多数；大半→(反义词)minority n．少数2．elect vt.选择；决定做某事；选举某人→election n．选举3．punish v．处罚；惩罚→punishment n．处罚；惩罚4．cross n．十字；交叉adj.交叉的；生气的v．使交叉；横过→crossing n．横渡；横越；十字路口；人行横道→across prep.在……的对面(过)；朝；向5．apply vi.申请→applicant n．申请人→application n．申请书；申请6．indicate vt.指出；标示；表明；暗示→indication n．迹象；标示→indicator n．指示器；指示信号7．apparent adj.显而易见的；显然的；表面上的→apparently adv.显然地；显而易见地8．race n．种族；比赛→racial adj.人种的；种族的[语境运用] 用所给词的适当形式填空。

2020届一轮复习人教版选修八Unit1 A land of diversity单元教案教材分析I．教学内容分析本单元的中心话题是美国第三大州——加利福尼亚。

本单元的两篇文章分别采用两种写作手法来让读者了解加利福尼亚的具体情况。

Warming Up部分以填图的形式让学生对美国的地理有一个初步的认识，同时也让他们了解加利福尼亚州的位置，为学习阅读文章做准备。

这部分可以以小组活动的形式进行，努力调动学生讨论的积极性，以达到热身的效果。

Pre-reading部分让学生观看加州的土著人、金矿工和中国城的图片，并多针对这些图片进行讨论，激发学生对加利福尼亚的兴趣。

Reading部分是详细介绍加州居民和移民的历史，更加形象地使学生认识到“美国是民族的熔炉”。

Learning about Language部分突出了词汇和语法的学习与训练。

本单元的语法是名词性从句的具体用法。

Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的有力补充和辅助。

学生可从乔治的旅游过程中了解加州的旅游景点，以及其文化、习俗和人们的生活状况。

该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。

其中写作部分是训练学生选取和组织材料的能力——通过思考，写出叙述合理且思路清晰的电子邮件或者明信片。

Learning Tip指导学生掌握和别人交谈时的技巧，以及鼓励别人说话的方法。

II．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) 掌握运用名词性从句的具体用法；(3) 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．教学计划本单元建议分六课时：第一课时：Warming Up, Listening (Workbook) & Talking (Workbook)第二课时：Pre-reading, Reading & Comprehending第三课时：Learning about Language第四课时：Using Language第五、六课时： Listening task (Workbook), Speaking and writing task (Workbook) & Reading task (Workbook)IV．教学步骤：Period 1 Warming Up, Listening (Workbook) & Talking (Workbook) Teaching Goals:1. To enable Ss to talk about things about the USA.2. To develop S s’ ability in listening and speak ing. Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the topic of this unit. Ask Ss to look at the following pictures and talk about the questions.1. If you want to learn something about a country, a state, etc, what do you want to know?2. How many states are there in the USA?3. How many Great Lakes are there in America?4. Which ocean does California border? and other questions if time permits.Step 2. Warming UpPurpose: To introduce the topic of this unit to Ss in the form of discussion.1. Ask Ss to write the names on the map on P1 according to the requirements as soon as possible. Then get Ss to ask each other the questions. If time permits, have one or two groups to present their dialogue to the whole class.(1) Have you ever been to America? Do you want to go there?(2) If so, which city or state do you want to go to first? Why?(3) When you travel around all the city or state, can you describe it in details?2. Divide Ss into four groups and ask them to talk about the difference between California and Washington D. C.. Different Ss may give different answers. Make notes of some valuable information and reach a conclusion.What are the advantages and disadvantages of each?3. Ask Ss to discuss the following questions and encouragethem to give as much information as possible. After the discussion, the teacher can write down some key words on the blackboard to help Ss to have a general impression of USA and California.(1) Have you ever talked with or e-mailed people who have been USA?(2) If the governor of California, Arnold Schwarzenegger,comes to China and you have a chance to ask three questions, what do you want to ask?Conclusion:USA is a developed country and has many kinds of cultures and California is the third largest state. United States of America is composed of a federal district — Washington DC and 50 states. All the states except for Hawaii islands are situated in mainland America. It has a population of about 2,900 million. Its area is 9,370,000 sq km. The climate of USA is mainly temperate in nature but in Hawaii and Florida, it is tropical. The American President lives and works in the White House.The Statue of Liberty is 46 meters high, with a torch in her righthand holding aloft and Declaration of Independence in her left. California is one of the American states of the largest population, with the most developed economy.Step 3. Pre-listeningPurpose: To help Ss to guess the main idea about the listening by the given information.1. Ask Ss to discuss the picture on P46 with their partners in groups of six.(1) What are the people doing?(2) Can you guess what festival it may be?(3) What activities can the people hold?2. Get Ss to look through the questions and let their partners state their opinions on the listening material. At the same time remind them of the key words: what, where, when, why and preparations. After talking, ask Ss to present their opinions to all classmates.Step 4. Listening (Workbook)Purpose: To learn how to narrate a story .To develop Ss’ listening ability.To gain some information about American city New Orleans.1. Ask Ss to look through the sentences of the first part and listen to the tape carefully. Play the tape twice. For the first time, just ask Ss to listen for the gist. For the second time, ask Ss to prepare for Ex3 on P46.2. Ask Ss to listen to the tape again and mark the location of New Orleans on the map and finish Ex4 on P47.Step 5. Talking (Workbook)Purpose: To get Ss to talk about a city or province in China.1. Pre-speaking:(1) Ask Ss to think about the following questions and then present their views to all classmates.① Who are the hero or heroin during the talk?② What is the location of New Orleans?③ Why did Mandy Long go to New Orleans?(2) Ask Ss to discuss the questions given in Ex1 on P47 and present their opinions in class. The answers are different according to their choices.2. While-speakingPurpose: To get Ss to talk with others and improve their skills in speaking.(1) Show some pictures for the students as examples and discussthe question.What would you like to see in China?(2) Ask students to use the following words and phrases in thediscussion.(3) After the discussion, ask some pairs to present their dialogues.Sample dialogue:S1: Hi, everyone. This is Judy Smith, and you’re listening toa daily program about different places of interest in theworld. Today on the show, we have Li Hua, a Chinese student who is studying in Yale University. Welcome, Li Hua.S2: Thank you for having me.S1: Which city do you like to visit in your country?S2: I like visiting Ji’nan. It is a perfect place for me beca use I was born there.S1: Oh, you must know more about this city.S2: Of course. I think Ji’nan is a beautiful city. If I say something about it, you will want to go there very much. S1: Now first, tell us exactly where Ji’nan is?S2:It’s in the north of S handong Province. It is the capital city. The Yellow River flows through it. It has an area of 91,058 sq km.S1: What do you think of this city?S2: In my opinion, it is a city worth visiting. It is called “ the spring city” because there are many famous and splendid springs in the city. Also there are lots of famous mountains and parks. It is a perfect place for you to visit. S1: I see. It must be your pride. And when you graduate from the university, do you still want to return there?S2: Well, my parents still live in the city, and they wish I can go back to make a contribution to the city. All the same,I want to devote myself to making the city even prettier. SoI will choose go back to my homeland.S1: Can you describe the cultures and customs in your born city? S2: …Step 6. Homework1. Ask Ss to continue talking about a familiar place with yourclassmates.2. Ask Ss to go over all the new words and prepare for the Readingpart.Period 2 Pre-reading, Reading & ComprehendingTeaching 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 historyof people in California.4. To help Ss learn the huge diversity of races andcultures in America, especially in California. Teaching Procedures:Step 1. Pre-readingPurpose: To arouse Ss’ interest in learning about American inhabitants.1. Show some pictures, and encourage Ss to give as much information as possible.2. Ask Ss to illustrate something about California. Then let them discuss in groups what each picture means.Suggested Answers:Picture 1: Life of Native Californian IndiansPicture 2: A Californian gold miner around 1849Picture 3: A traditional Chinese building in San Francisco’sChinatownPicture 4: Native AmericanPicture 5: A Spanish monkPicture 6: African Americans3. Get Ss to talk freely with their partners about what each picture is about and how each one relates to California. After talking, ask the students to present their own opinions in class.Suggested Answers:Picture 1: A native American Indian —one of the firstpeople to live in California.Picture 2: A gold miner — the discovery of gold in California created a gold rush which brought people from all overthe world to California.Picture 3: A building in Chinatown, San Francisco — many Chinese have settled in California and many of them livein Chinatown in San Francisco.Picture 5:It shows us a Catholic religious man who came to California to teach the natives. In the early 16thcentury, Spanish fought against the native people, tooktheir land and settled in California.Picture 6: So many African Americans were having classes in the school. In 1924, the United States Congress gave NativeAmericans the same rights as other citizens for the firsttime. School segregation and discrimination in housingwere banned, but African Americans still encounteredprejudice and hostility.Step 2. ReadingPurpose: 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. Leading-inPurpose:To arou se students’ interest in the text and encourage Ss to imagine the content of the text.Ask Ss to look at the pictures and answer the questions.(1) How many beautiful scenes do you know in California?(2) What information about California have you learned till now?2. Fast readingPurpose: To get a brief understanding of the text.Team work:(1) Ask Ss to read the first paragraph and the headings in the rest of the text. Then ask them to find out the relative time about the settlement of the people. Tell Ss to pay more attention to the first and the last sentence of each paragraph.Then let them fill in the form according to the text.(2) Ask Ss to read the text quickly and work in pairs and tryto tell which of the following statements are true and whichare false and why.① California is the largest state in the USA but has thethird largest population.② Many Californians speak Spanish because they think theSpanish language is beautiful.③ South Americans and people from the United States werethe first to arrive in California to rush for gold.④During the Gold Rush Period many Chinese immigrantarrived in California only to find gold.⑤ Indians and Pakistanis are good at making computers. Suggested Answers:① F ② F ③ T ④ F ⑤ T3. Intensive reading(1) Ask Ss to take the quiz below and according to the questions; see whether Ss can grasp the details of the text.① What does the text mainly talk about?A. The history of California.B. The large population of California.C. The people of California.D. The climate and lifestyle of California.② How did California become a state of America?A. Mexico gained independence from Spain.B. Mexico lost the America-Mexico war and then gave it to the USA.C. Spain lost the Spain-America war.D. Spain gave it to the USA as a gift.③ Which of the following statements is not true?A. A lot of people became rich in the gold rush.B. Most people died in the gold rush.C. After the gold rush, most people settled in California although did not find gold.D. The first to arrive in California for gold were Europeans.④What’s the main reason that Chinese immigrants came to California?A. For gold.B. For the building of the railway.C. To open restaurants.D. To live in the Chinatown.⑤ Why has California attracted so many people?A. Gold was discovered here.B. It has attractive climate and lifestyle.C. Many people came here to make a fortune.D. All of the above.Suggested Answers:① A ② B ③ C ④ B ⑤ D(2) Ask Ss to read the text carefully and try to get more details from the text and then finish Ex2 on P3.(3) Ask Ss to make a summary according the following tips.(4) Ask Ss to use their own word to conclude why California in the 21st century is such a multicultural community. Suggested Answers:The 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 Californiabecause of its good climate and the lifestyle it offers.4. Language pointPurpose: To train Ss’ listening ability and language capacity.(1) Ss are divided into four groups. Each group is supposed to read through each part, and then find the following phrases.(2) Explain some important sentences for Ss.①This is not surprising when you know the history ofCalifornia, which, at various times, has attracted people from nearly every country in the world.② Exactly when the first people arrived in what we now knowas California, no one really knows.③ However, it is likely that Native Americans were living inCalifornia at least fifteen thousand years ago.④ It was the building of the railway from the west to the eastcoast that brought even larger numbers to California in the 1860s.⑤ In 1911 immigrants from Denmark established a town of theirown, which today still keeps up its Danish culture.⑥ It is believed that before long the mix of nationalities willbe so great that there will be no major racial or culturalgroups, but simply a mixture of many races and cultures.Step 3. Homework1. Ask Ss to recite the new words, useful expressions and important sentences in the text.2. Have Ss surf the internet to learn more about California.3. Ask Ss to finish Ex1 and Ex2 of Learning about language on P4.4. Ask Ss to try to finish the exercises of Using Words And Expressions on P48.Period 3 Learning about LanguageTeaching Goals: 1. To enable Ss to master some new words and expressions.2. To get Ss to have knowledge of this grammar point:the attributive clause (由where, when, why, 介词+which, 介词+whom引导的定语从句).Teaching Procedures:Step 1. Word studyPurpose: To consolidate the words and phrases in the text.1. Ask Ss to read the reading text and find words that mean thesame.Suggested Answers:2.Ask Ss to finish Ex2 of Discovering useful words and expressions on P4.Step 2. GrammarPurpose: To get Ss to have knowledge of the grammar.1. Ask Ss to find out all the noun clauses in the reading text. Line 4: Exactly when the first people arrived in what we now know as California, no one really knows.Line 5: However, it is likely that Native Americans were livingin California at least fifteen thousand years ago. Line 6: Scientists believe that these first settlers crossed the Bering Strait from Asia to Alaska by means of a landbridge which existed in prehistoric times.Line 14: Two centuries later, the Spanish had settled in most parts of South America and along the northwest coastof what we now call the United States.Line 21: This is why today over 40% of Californians speak Spanish as a first or second language.Line 50: It is believed that before long the mix of nationalities will be so great that there will be nomajor racial or cultural groups, but simply a mixtureof many races and cultures.2. Ask Ss to finish Ex1, Ex2 and Ex3 of Revising useful structures on P5.3. Lead Ss to make a summary.Noun clauses have four kinds---- subject clause; object clause; predicative clause and appositive clause.●When “that” is used in subject clause, predictive clauseand appositive clause, it can’t be omitted and can’t be used as any member.●In subject clause, sometimes “it”is used as formalsubject. The special interrogative started with “ wh-”also can be used in subject clause.●In object clause, “that” can be omitted.●In appositive clause, “that”can often be put behind thesewords. Such as: advice, demand, doubt, fact, hope, idea, information, message, news, order, problem, promise, question, request, suggestion, truth, wish, and word. Step 3. Practice1. Ask Ss to finish Ex4 of Revising useful structures.2. Ask Ss to tell the noun clauses from the attributive clauses. First, let Ss know the definition of the two clauses. A clause is called a noun clause when it is used as the subject, object, predicative or appositive in a sentence. A clause is called an attributive clause when it is used as an attribute modifying a noun or a pronoun..Second, ask Ss to judge which one is the noun clause and which one is the attributive clause.(1)It is true that he passed the English test.(2)That is why I tell you the news.(3)This is the scientist whose name is known all over thecountry.(4)The news that we won the game is exciting.(5) A dictionary is a book which gives the meaning of words.(6)October 1, 1949 was the day when the People’s Republicof China was founded.(7)Father made a promise that if I passed the exam, he wouldbuy me a bicycle.(8)Nobody knows why he mentioned that at the meeting.(9)The situation which we had got into was very dangerous.(10) Is this the room where we were living last winter? Suggested Answers:(1) the subject clause(2) the predicative clause(3) the attributive clause(4) the appositive clause(5) the attributive clause(6) the attributive clause(7) the appositive clause(8) the object clause(9) the attributive clause(10) the attributive clause3. Divide Ss into groups of four. The first person begins witha sentence and each person in the group adds extra and different information using the noun clause.Example: S1: The school is where we study.S2: The school is where I have lessons.S3: The school is where I learn from others.S4: The school is where we share joys and sorrows. More versions:(1) Who is sent to Africa has not been decided.When the person is sent to Africa has not been decided. Where he is sent has not been decided.Why he is sent to Africa has not been decided.(2) I think watching TV too much is bad for people’s health.I want to know whether he has passed the chemistry exam.I asked him whose handwriting was the best in the class. The teacher is pleased with what she has said.I am sure that you will make greater progress in English through hard work.Step 4. ConsolidationPurpose: To get Ss to master knowledge of the grammar throughexercises.1. Ask Ss to complete these sentences using a noun clause.(1) We are surprised (他的英语不及格).(2) (谁是第一个登上月球的) is clear to us.(3) It is strange ______________________(他昨天没有参加会议).(4) Jack is a nice boy, except _________________（有时上学迟到）.(5) It is a pity ______________________（今年夏天我们不能去桂林）.(6) The news ____________________（他通过了高考）is exciting. Suggested Answers:(1) that he has failed in the English exam(2) Who was the first man to land on the moon(3) that he didn’t attend the meeting yesterday(4) that he is sometimes late for school(5) we can’t go to Guilin this summer(6) that he has passed the national college entrance examination2. Ask Ss to finish Ex1 of Using Structures on P49.Step 5. Homework.1. Ask Ss to review the new words and phrases.2.Ask Ss to learn the rules of the noun clauses by heart.Period 4 Using LanguageTeaching Goals:1. To improve Ss’ listening ability.2. To learn about California clearly according to George’s travel.3. To ensure Ss have really grasped the important words andphrases of the unit.Teaching Procedures:Step 1. Listening and speakingPurpose: To help Ss improve the listening ability.1. Ask Ss to look at the pictures on P6 and find out how the land and climate of California varies. Then ask them to discuss the following questions in pairs.(1)What may George be like?(2)What will they talk about?(3)Where is George now?(4)How many things have they known about California? Suggested Answers:(1) A tourist(2)They will talk about George’s tour in California.(3)George is in California now.(4)Different Ss have different answers.2. Before listening, ask Ss to look through Ex1 on P6 to make sure that they know what to listen to. Then play the tape once without stopping. (If the students have any questions, play the tape once again). Then check the answers.3. Ask Ss to read the postcard of Ex2 and then play the tape and stop it when Ss show that they have heard the answer. Replay the part and give students enough time to write down the missing details. Check the answers and play the tape through again without stopping.3. Play the tape, and then ask Ss to discuss with each other and find out the answers to Ex3 on P6.4. Explain Ex4 on P7 for Ss and ask them to pay more attention to how to talk about position, space and direction, and also illustrate ways that listeners indicate that they are listening to the speaker. Stop the tape where it is necessary until the students finish the form.5. Ask Ss to finish Ex5 and Ex6 on P7 after class.Step 2. Reading and writingPurpose: To learn more about California1. Fast readingPurpose: To get a brief understanding of the text.Ask Ss to read the text in two minutes and finish Ex1 on 72. Intensive readingPurpose: To get Ss to have some details in the text.(1) Ask Ss to read the passage for a second time and choose the best answer.① What’s George’s diary about?A. It’s about his journey in San Francisco.B. It’s an introduction to Fisherman’s Wharf.C. It’s an introduction to Chinatown.D. It’s an introduction to Alcatraz Island.② If you want to have seafood, you should go to _________.A. ChinatownB. AlcatrazC. Fisherman’s WharfD. Golden Gate Bridge③ What do the fronts of the buildings in Chinatown look like?A. Modern buildings in Northern China.B. Old buildings in Northern China.C. Modern buildings in Southern China.D. Old buildings in Southern China.④ What’s Alcatraz Island famous for?A. Golden Gate BridgeB. A prisonC. An art galleryD. A famous museum.⑤ Why did only 36 prisoners attempt to escape from the prison on the Alcatraz Island?A. The prisoners were not allowed to talk to each other.B. The conditions were bad.C. The water around the island is swift and freezing cold.D. All of the above.Suggested Answers:① A ② C ③ D ④ B ⑤ D(2) Ask Ss to read the text again and finish Ex2 on P9.(3) Ask Ss to finish Ex3 and Ex4 on P9 together and check the answers in pairs.3. Language pointAsk Ss to go through the text, find out the following phrases and sentences, and then analyze them.(1)get a spectacular view of(2)Built in 1873, the cable car system wasinvented by Andrew Hallidie, who wanted to find a better form of transport than horse-drawn trams.(3)slip down(4)team up with(5)mark out for sb.(6)take in(7)Now have really good idea of what thecity’s like.(8)No one is known to have escaped.Step 3. Practice1. Ask the students to finish Ex1 and Ex2 on P48 and review the words and phrases they have learned.2. Ask Ss to finish Exercise 3 on P48 in order to check if they have mastered the important words and expressions.Step 4. Homework1.Ask Ss to use the words or phrases learned in this unitto write a short passage about your own opinion on travel.2.Ask Ss to preview the next period.Period 5&6 Listening task (Workbook), Speaking and writing task (Workbook) & Reading task (Workbook)Teaching Goals: 1. To improve S s’ ability in listening and speaking.2. To learn something about the traditional funeral held in New Orleans.3.To enlarge Ss’ knowledge of American jazz and famouspersons.4.To further develop the students’ understanding of howbiography texts are organized.Teaching Procedures:Step 1. Listening task (Workbook)1. Ask Ss to discuss the questions with their partners in groups of six, and try to predict the answers after listening to the music.(1) Have you heard this kind of music before? If so, where?(2) What do you call this music?(3) Where does it originally come from? When did it begin?(4) What race and nationality first developed this type of music?(5) Do you like this music? Give reasons for liking or disliking it.2. Introduce some background information about jazz, then let Ss look at the pictures and the words on P50. Ask them to describe a jazz funeral in their own words.3. After discussion, ask Ss to listen to the tape twice and do Ex3 on P50.4. Ask Ss to listen to the tape again and make notes as soonas possible. Then let them write a short paragraph about jazz funerals.Step 2. Speaking and writing task (Workbook)1. Ask Ss to list any questions when they discuss a familiar city, province or zone.Suggested Answers:●Where is the city/ province or zone?●What is it really like?●How about the climate here?●How many famous places of interest are there in the city/ province or zone?●Why do you think it’s attractive?●What’s the area of the city/ province or zone?●What is the difference between it and other cities/ provinces or zones?●What makes you want to live here?●What else do you enjoy about the city/ province or the zone?●In holidays how do you spend your time?2. Divide Ss into four groups and give each group a task to find out the relative words and phrases as many as possible. Then let them combine them into sentences and present them in class.Suggested Answers:Shandong Province lies in the east of China. It has a mild climate in summer because the eastern part of it is along the coast of many seas. Of course, its climate varies with the seasons changing. In the northern part of it there are many mountains. It has a long history, so does its culture. It has the second largest population. Every year, its production can rank the top in China. There are many famous places of interest, such Mount Tai, the Confucius Temple…Step 3. Reading task (Workbook)1.Leading-inAsk Ss to look at the following pictures and talk about what they are about.2. Fast-reading:Ask Ss to read the text quickly and find out the answers to the following questions. See who can be the first to find out all the answers.(1) Why is Louis Armstrong famous in the world?(2) When and where was Louis Armstrong born?(3) How did Louis get money for food and clothing when he was young?(4) Why was Louis arrested by the police at the age of 12?(5) Who discovered his gift for jazz music?(6) What else did he do besides playing with his band andrecording his music for almost 50 years?Suggested Answers:(1) Because he is the most influential jazz musician of all time.(2) In 1901 and in New Orleans.(3) He sang on the streets of New Orleans to earn a few cents from passers-by.(4) For firing a gun into the air at a New Year’s Eve party.(5) A well-known musician called Joe “King” Oliver.(6) Louis Armstrong acted in over 50 movies and wrote two autobiographies.2. Intensive reading(1) Divide Ss into two groups and ask them to read the text carefully and then the first group finish Ex1 and the second group finish Ex2 on P52.Suggested answers:Ex1: Paragraph 1: What the subject is and who it is about. Paragraph 2: Birth and early life.Paragraph 3: The effect of his arrest and time in a boy’s school on his future.Paragraph 4: Musical career from 1922 to 1932.Paragraph 5: Life achievements in music and in other。

Unit 1 A land of diversity多元化的社会晨读·记忆Immigrate to AmericaAttracted by the boom in America, my nephew teamed up with a Korean to illegally cross the Bearing Strait in the Arctic to America. To avoid the Customs’ punishment, they hid in a small ferry called the North Pole Seagull，sitting back to back without sleeping, showering and shaving for 3 days， and had no chance to mourn their lost luggage when landing. The hardship of this crossing was apparent.At first， he made a living by means of raising cattle and then was hired in aircraft industries。

He lived in a Catholic district。

Taking in a small percentage of Pakistani immigrants, the majority of the residents were from Italy and Denmark， who all kept up their customs and cultures. Different blocks here were distinctly marked out and indicated from the racial angle. It was unfair and needed reforming。

2020版高考英语一轮复习Unit1Alandofdiversity讲义新人教版选修8Unit 1 A land of diversity一、单词表词汇全查验运用多媒体，提问默写词汇Ⅰ.阅读词汇英译汉[第一屏听写] 1．strait n．海峡2．Arctic adj. 北极的；北极区的3．the Arctic 北极4．ministry n. 政府的部；全体牧师；牧师的职责5．federal adj. 联邦制的；联邦政府的[第二屏听写] 6．nephew n．侄子；外甥7．aircraft n. 飞行器；航空器；飞机8．vice n．adj. 代理；副职9．shave vt.vi. 刮；剃10．tram n. 有轨电车11．bakery n. 面包房；面包厂[第三屏听写] 12．ferry n．渡船；渡口vt. 摆渡；渡运13．seagull n. 海鸥14．cattle n. 牛总称15．mourn vt.vi. 哀悼；悼念；表示悲痛16．authority n. 权威；权力pl. 当局；官方Ⅱ.高频词汇汉译英[第四屏听写] 1．distinctadj. 清晰的；明显的；明确的2．distinction_ n. 差别；区分；卓著3．immigrantn. 从外国移入的移民4．immigratevi. 移入外国定居5．immigrationn. 移民；移居入境6．means_ n. 手段；方法7．majority_ n. 大多数；大半[第五屏听写] 8．despiteprep. 尽管；不管9．hardshipn. 苦难；困苦10．electvt. 选择；决定做某事；选举某人11．boomn. 人口、贸易的繁荣vi. 处于经济迅速发展时期12．racialadj. 人种的；种族的13．crossingn. 横渡；横越；十字路口；人行横道[第六屏听写] 14．railn．铁路；扶手；护栏的横条15．percentagen. 百分比；百分率16．polen. 地极；电极；磁极17．applicantn. 申请人18．customsn. 海关；关税；进口税19．socialistn. 社会主义者；社会党人adj. 社会主义者的[第七屏听写] 20．socialismn．社会主义21．occurvi. 发生；出现22．indicatevt. 指出；标示；表明；暗示23．luggagen. 行李〈美〉baggage 24．apparentadj. 显而易见的；显然的；表面上的25．apparentlyadv. 显然地；显而易见地26．braken. 闸；刹车；制动器vi.vt. 刹车；用制动器减速[第八屏听写] 27．conductorn．公车售票员；列车员；乐队指挥28．slipvi. 滑动；滑行；滑跤n. 滑动；滑倒29．hirevt.n. 租用；雇用30．fascinatingadj. 迷人的；吸引人的31．anglen. 角；角度32．nowhereadv. 无处；到处都无[第九屏听写] 33．punishmentn．处罚；惩罚34．justicen. 正义；公平35．civiladj. 公民的；国内的；民间的36．reformvt.vi. 改革；革新n. 改革；改造；改良37．graspvt.n. 抓住；抓紧；掌握；领会38．thoughtfuladj. 关切的；体贴的；深思的[第十屏听写] 39．insertvt. 插入；嵌入40．thankfuladj. 感激的；感谢的41．a_great/good_many许多；很多42．keep_up坚持；维持；沿袭风俗、传统等43．live_on 继续存在；继续生存44．by_means_of_...用办法；借助[第十一屏听写] 45．make_a_life 习惯于新的生活方式、工作等46．back_to_back背靠背47．apply_for申请；请示得到48．mark_out用线画出范围；标出界线49．take_in包括；吸收50．team_up_with与合作或一起工作二、单元核心考点初热身提供语境，单元考点自测回顾一分类识记单词用时少·功效高识记单词写对Ⅰ.知其意英译汉1.strait n．海峡2.authority n. 权威；权力pl. 当局；官方3.shave vt.vi. 刮；剃 4.vice n．adj. 代理；副职5.federal adj. 联邦制的；联邦政府的 6.aircraft n. 飞行器；航空器；飞机7.nephew n. 侄子；外甥8.tram n. 有轨电车9.cattle n. 牛总称10.bakery n. 面包房；面包厂11.ferry n．v. 渡船；渡口；摆渡；渡运12.seagull n．海鸥13.mourn vt.vi. 哀悼；悼念；表示悲痛Ⅱ.写其形汉译英1.railn. 铁路；扶手；护栏的横条 2.hardshipn. 苦难；困苦3.luggagen. 行李〈美〉baggage 4.braken. 闸；刹车；制动器vi.vt. 刹车；用制动器减速5.insertvt. 插入；嵌入6.civiladj. 公民的；国内的；民间的7.polen. 地极；电极；磁极8.fascinatingadj. 迷人的；吸引人的9.justicen. 正义；公平核心单词练通 1.In the mean time, mobile online shopping market was booming_繁荣in China, with an annual growth rate of 63.5. 2．It s thoughtful 体贴的of Suzy to plan everything well before we set off. 3.I was really upset to find that such a thing should have occurred_发生in your shop. 4.As hiring 雇佣has became more global, both for employers and candidates, video interviewing is a way to speed up the interview process. 5.Maybe you have been to many countries, but nowhere_无处else in the world can you find more attractive scenery than in Switzerland. 6.We have never doubted of the success of our reform 改革．7.Whenever it is, we should keep a thankful 感激的heart towards everything existed.8.Despite_尽管his frequent absence, Bruce managed to keep up with his studies. 9.Grasp 抓住the main idea of the text, and you will be able to answer the question. 拓展单词用活[记全记牢] 1.distinct adj.清晰的；明显的；明确的→distinctionn．差别；区分；卓著2.immigrate vi.移入外国定居→immigrantn．从外国移入的移民→immigrationn．移民；移居入境 3.means n．手段；方法→mean_v．意思是；意味着adj.吝啬的；卑鄙的→meaningn．意思4.majority n．大多数；大半→majoradj.主要的vi.主修n．专业→minorityn．少数5.elect vt.选择；决定做某事；选举某人→electionn．选举 6.conductor n．公车售票员；列车员；乐队指挥→conductv．管理7.punishment n．处罚；惩罚→punishv．处罚；惩罚8.crossing n．横渡；横越；十字路口；人行横道→crossn．十字；交叉adj.交叉的；生气的v．使交叉；横过→acrossprep.在的对面过；朝；向9.applicant n．申请人→applyvi.申请→applicationn．申请书；申请10.customs n．海关；关税；进口税→customern．顾客11.socialist n．社会主义者；社会党人adj.社会主义者的→_societyn．社会→socialadj.社会的→soc ialismn．社会主义12.indicate vt.指出；标示；表明；暗示→indicationn．迹象；标示→indicatorn．指示器；指示信号13.apparent adj.显而易见的；显然的；表面上的→apparentlyadv.显然地；显而易见地[用准用活] 1.Though he failed many times in election,_he never lost heart and at last he was elected President of the USA. elect 2.He_indicated_that an indicator should give me some indications of how I did in the test.indicate 3.What is the meaning of the sign on the bottle It_means “this side up”．mean 4.Apparently,_she took no notice of the apparent mistakes in the accident.apparent 5.All the applicants can apply_in person or by letter and at the same time should hand in their applications before May 6th.apply 6.One of the major problems is that a majority of the graduates who major_in English find it difficult to find a good jo b.majority 7.“Walkacross this street and turn left at the first crossing.” the boy told the lady.cross 8.If a customer wants to bring the goods he buys abroad back to inland, he has to pay some customs when he passes through the Customs.custom 9.Some socialists_believe that socialism will over time turn into what they see as a more advanced system with no state.society ⇩ 1. 单复数意义不同的名词小结①custom 风俗→customs 海关②manner 方式→manners 礼貌③paper 纸→papers 文件④art 艺术→arts 文科⑤arm 手臂→arms 武器⑥brain 脑袋→brains 脑力⑦work 工作→works 作品⑧short 短的→shorts 短裤 2.带后缀-ing的名词集锦①crossing 十字路口②training 训练③feeling 感觉④wedding 婚礼⑤marketing 促销⑥spending 花销⑦engineering 工程⑧well-being 幸福 3.后缀“­or”表示“人”的高频名词①conductor 售票员；列车员②administrator 管理者；行政人员③director 导演；主管④educator 教育工作者⑤editor 编辑⑥inventor 发明家；发明者⑦operator 操作员；接线员⑧translator 翻译家；译者二语段串记短语不枯燥·兴趣高先写对再用准第一组1.keep_up坚持；维持；沿袭风俗、传统等2.live_on 继续存在；继续生存 3.make_a_life 习惯于新的生活方式、工作等4.by_means_of 用办法；借助 5.occur_to_sb. 某人突然想到6.a_great/good_many 许多；很多In the history, the Chineseimmigration into California dates back to the 1850s. ①A_great/good_many Chinese went to California ②by_means_of ship for money or jobs. After their arrival, they had to ③make_a_life there, for which some people suffered a lot, and others ④kept_up their Chinese customs to ⑤live_on. 第二组 1.take_in 包括；吸收；欺骗；理解 2.apply_for 申请；请示得到 3.mark_out 用线画出范围；标出界线4.back_to_back 背靠背 5.team_up_with 与合作或一起工作6.the_majority_of 大多数In the later years, ①the_majority_of immigrants from China ②teamed_up_with the local Americans to build their new homes. The hard-working Chinese immigrants gradually ③took_in American English to ④apply_for jobs. They did really make a great contribution to the development of America. ⇩1.“v.＋out”结构短语荟萃①mark out 标出界线②turn out 结果是③make out 理解；辨认出④work out 锻炼⑤cut out 删去⑥come out 出版；开花 2.“v.＋in”结构短语聚焦①break in 强行闯入②give in 屈服；投降③turn in 上交④take in 吸收；欺骗⑤succeed in 在取得成功⑥engage in 从事；参加；忙于3.“名词＋to＋名词”短语一览①heart to heart 心连心地②back to back 背靠背③face to face 面对面地④mouth to mouth 口对口地⑤knee to knee 促膝地⑥shoulder to shoulder 肩并肩地三仿写用活句式造佳句·表达高背原句明句式学仿写 1.However，it is likely that Native Americans were living in California at least fifteen thousand years ago. 然而，可能至少在15 000年前美洲土著人就住在加利福尼亚了。

高考英语人教版第一轮精品复习学案【选修八】Unit 1 A land of diversity语言要点（模块）1.majority n.大多数；大半major adj.&n.较大的，主要的；主修，专攻(反义词minority少数；少数民族)[典例]1). A / The majority of doctors agree that smoking is extremely harmful to health.大多数医生认为吸烟对健康极为有害。

2). The majority was/were in favour of the proposal. 多数人赞成这个建议。

[重点用法]be in the/a majority 构成大部分/大多数 a majority over sb 超过对方的票数[练习] 按要求填空或翻译。

1). English speakers form the ________ (大多数) of the population.2). Among the members of the committee those who favour the proposed changes are _______(介词) the majority.3). They had a large majority _______ (介词) the other party at the last election.4). The majority of people _________ (prefer) peace to war.5). The majority of the damage _________ (be) easy to repair.2. applicant n.申请人application n.申请(书)；应用；用途apply v. 申请；运用，适用[典例]1). We had 250 applicants for the job. 有250人申请这份工作。

Book 8 Unit 1 A land of diversityⅠ.联想记忆(根据提示写出相应的词汇以及相关短语)1．means n．手段；方法→by means of...用……办法；借助……2．make a life习惯于新的生活方式、工作等→make/earn a living谋生3．keep up坚持；维持；沿袭(风俗、传统等)→keep it up继续努力4．boom vi.处于经济迅速发展时期→booming economy迅速发展的经济5．occur vi.发生；出现→It occurs to sb. that...某人突然想到……6．indicate vt.表明；暗示→show/suggest v．表明7．team up with与……合作或一起工作→cooperate with与……合作8．hire vt. & n．租用；雇用→fire vt.解雇9．take in包括；吸收；欺骗→take up从事；继续；拿起→take off起飞；变得成功→take over 接管→take on 呈现；雇用10．majority n．大多数→minority n．少数11．a great/good many许多→a great deal of/lots of/quantities of/large amounts of/a large amount of/a number of 许多Ⅱ.构词记忆(根据提示写出相应的词汇及其派生词)1．distinct adj.清晰的；明显的→distinction n．差别；区分2．elect vt.选择；决定做某事；选举某人→election n．选举3．race n．种族→racial adj.种族的4．apply vi.申请→applicant n．申请人→application n．申请；应用5．social adj.社会的；社交的→socialist adj.社会主义者的；n.社会主义者→socialism n．社会主义→society n．社会；社团6．just adj.公平的；公正的→justice n．公平；公正Ⅲ.语境填词(根据提示用适当的单词或短语填空)1．Since the reform(改革) began, China’s economy has been booming(振兴), but we still need to keep up(保持) our good traditions.2．Once you step out of school, it’s time to make a life(谋生) on your own. You should try to live on(生活下去) by means of(通过) honest work.3．Our city has taken in(吞并) all the villages around because of immigrants(移民) from the countryside. It’s hard to mark out(画出……的界限) the city.4．A good many(很多) graduates applied for(申请) this job but only one was hired(被录用)．5．It occurred(突然想起) to me that I could team up with(与……合作) my friends to support him in the election(选举)．Ⅳ.语境记忆(背诵语段，记忆单元词汇)Apparently a high percentage of American population are from different nationalities and races.The majority are not natives，so their social culture is a mixture.Ⅴ.课文原句背诵1．However，it is likely that Native Americans were living in California at least fifteen thousand years ago.然而，美国土著人有可能在至少一万五千年前就在加利福尼亚生活了。