高中英语选修8 Unit1 Using Language教案

选修8黎巨森、蒋茹、罗培芳、罗丽霞Unit 1 A land of diversityPeriod 1 ReadingTeaching goalsEnable 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 pointsLearn the huge diversity of races and cultures in California.Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work. Teaching aidsA map, a blackboard and a computerTeaching proceduresStep 1 Warming up.Ask the students to describe what they learn about the USA.Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about CaliforniaShow 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 readingRead through the passage and get the main idea.Reading comprehension.Ask the students the following questions:When you look at the title, what so you think of2) Why is the USA called a melting potStep 4 Detail readingBeside each cultural group , write the period in which they first came to California in large numbers.Step 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.Period 2 Extensive ReadingTeaching aims: 1. Improve Ss’ ability of reading2. 德育目的：理解美国多元文化，进一步培育学生跨文化交际意识，为终身学习奠定良好根底。

选修八Unit1 A land of diversityPeriod 4 Using languageTeaching goalsTrain their listening and speaking abilities.Teaching important and difficult pointsHelp the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.Teaching methodsPair work and group work, discussion and cooperationTeaching aidsA recorder, a computer, and a blackboardTeaching proceduresStep1 Listening1.The first time the students listen to the tape they are expected to listen for the gist only. Read Ex1 on page 6with students so that they know what to listen for and play the recording right through without stopping.4 Geographic areas of California2 Where George’s tour started3 California not as George expected1 Where George is now5 Californian people2.Read the postcard on page 6 with students and ask them to recall the missing information. Then play the taperight through while students listen for the missing details. Play it twice if necessary and then check answers by playing the tape again and stopping when the missing details are given.Dear Sam,I’m here in Joshua Tree National Park, in the___southeastern_part of California. Have been traveling around the state of__california___ for three weeks now. Very different from whatI have seen in ___American movies____ . Not everyone is ___rich__and not everyone lives near the __beach_____. First traveledsoutheast through rich farmland then to the central part.They grow everything here including __cotton, nuts, vegetables_____and fruit. Cattle too. Then traveled further ____southeast______ intomountains and ____desert_____.Californians are very friendly,and they are from many different ___races_____ and cultures.Every culture has its own ____music__, ___festivals_____, food and art.Most interesting. Wish you were here. Give my love to Paula.George3.Tell the students that when they listen to this time they are to focus on what Christie, who is mainly listening,says. Play the tape and stop after each thing that Christie says so that students can write down her words according to the chart on page 7.4.Get the students to compare their answers with their partners and check the answers.Step 2 SpeakingWith a partner hold a telephone conversation about a place you have visited recently.1.Sit back to back with your partner so you can’t see each other.2.Partner A: Talk about where the place is , what the climate is like, what you thought about the people, andany other interesting things you saw or did.Partner B: Encourage your partner to talk by asking questions and making comments.3. Swap roles. Partner B tells Partner A about his\her visit.Step 3 HomeworkWrite a short passage about the place they have visited recently.。

优质资料---欢迎下载Unit1 Using language 名师教学设计Using Language -Reading and writing教学年级：Senior Two课题名称：Unit 1 A land of diversity教材版本：人教版Module 8, Unit 1授课时间：40minsI. Analysis of target materialIt is a passage organized in chronological order about George’s trip in San Francisco. It introduces some tourist spots he visited and tells about the history of cable car syste m in San Francisco, as well as the history of Fisherman’s wharf and Angel Island. Bes ides, what visitors can do and see in San Francisco is mentioned. It can guide student how to organize a writing about travel and how to describe a place.II. Teaching Objectivesi) Language knowledgeStudents can master the following expressions and sentence patterns:1. From top of the hill, ……get a spectacular view of......2. Built in......, ........3. It's a tourist area with ........4. It's also a place to .......5. ......admire the view of the city from different angles.6. I have a really good idea of what the city's like.7. .......have a good view of ......8. .......be honored/famous as.......9. in memory/honor ofii). Language skills1)Students are able to find the information quickly by skimming and scanning.2)Students are able to describe a place in the aspect of location and things can be done in the target place.iii). Affective objectives1)Students’ enthusiasm is aroused to write travel diary.2)Students’ interest is raised to know more about the history and culture of a place the y visit.III. Key points and difficult points:The core of this lesson is to get students to use the skill of skimming and scanning to f ind the information. Also, this lesson is to get students to introduce a place in the aspe ct of history and things visitors can do in the place. The key expressions will be extrac ted from the text by the students with the guidance of the teacher. Students are suppos ed to apply the expressions and sentence patterns to their writing.IV. Teaching approaches1)The Communicative approach:This lesson contains activities where learners communicate and where tasks are by me ans of interaction among learners with the teacher. There is individual, pair work to fi nish the reading part.2)The task-based Approach: students are required to tell about a trip to a friend in the form of a letter with the useful expressions and sentences they learned.V. Teaching AidsStudents’ book, Learning guidance paper, Blackboard, projector and a multimedia co mputer.VI. Teaching procedure:VII. Self-assessmenti. Good points2).Tasks are designed to help students apply what they have learned in reading to their writing.3) The writing task is an integration of what students learned and the local culture the y are familiar with.4). This lesson can help students form the habit of putting what they have learned into practice.ii.Possible problems1)The reading part may take up a little more time so that there is not enough time for s tudents to exchange their writing and correct it for each other in class.2)Students’ writings need to be presented through a projector so that the failure will u ndermine its effectiveness.VIII. Board Design。

Using LanguageTeaching goalsTarget languageUseful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a great many.Teaching important and difficult points1.Improve the stu dents’ reading ability (skimming and scanning).2.enable the students to grasp the useful words and expressions.Teaching methodsReading, discussion, cooperative learningTeaching procedures:Step 1 Lead-in1.Look at George’s photos. Then quickly read George’s diary. Write the days he saw thesethings under the photos.2.Read George’s diary more slowly and answer the questions.1.Why did Andrew Hallidie invent the cable car system?2. Where did George eat lunch on his first day in San Francisco?3. Why did George hire a car? Why do you think he joined up with Terri and Peter?4. Name three things that visitors can do in Chinatown.5. What is Alcatraz Island famous for?3. Read George’s diary again. Put the mark”^” in the places where George has left out somewords. Discuss with others in your class: Why did George leave out some words when he wrote his diary?Step 2 Language points1.Team up with: make an effort in cooperation with; work together with与……协力从事,合作Translate:He teamed up with an experienced worker in the project.2.hire 解雇fire 租,雇佣1)You are _fired___, because you are so lazy for the work.2) I must ____hire_ a house when finding a job in the city.1)He had nowhere to live in, so we took him in.接纳2)The dress needs to be taken in.改小3)They listened to my lecture, but how much did they take in , I wonder?理解4)Don’t let yourself be taken in by these politicians.欺骗Take off 拆开,拆散Take on 贬低, 贬损名誉等Take apart 从事,对…..产生兴趣,打听,占用空间或时间Take away from 脱下,脱去,起居,休假,离开Take up 开始雇佣,露出,承担,接受Step 3 Pair work and consolidation.Make sentences with the new words learned in this lesson.Step 4 Homework1.Read the passage atain2.Prepare for the diction of the useful words and expressions of this unit3. Prepare for the writing of the next lesson.。