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Unit 1 A land of diversityⅠ. 单元教学目标技能目标Skill Goals▲Talk about the USA▲Talk about (going) places▲Learn the words about the USA▲Learn how to ask questions and make comments▲Learn the usage of the Noun Clauses▲Write an introduction to places▲Stud y the culture and people of the USAⅡ. 目标语言功能句式Talk about (going) placesWhere have you visited recently?When did people first live there?What is the climate like?Why is it so warm / cold / dry / wet there?What’s the population of...?How many nationalities live there?What did you think about the people?What is the most important festival there?How do they celebrate it?What other interesting things did you see?That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful!You’re exciting / wonderful. Good / Creative /Fantastic / Super job! 1．四会词汇Strait distinct Arctic means majority ministry Catholic词汇hardship elect federal rail percentage Italy Denmark boom aircraft Korea Korean Pakistan immigration racial crossing vice nephew pole applicant customs socialist occur cattle indicate luggage shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert2．认读词汇illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz3．词组Live on, the Arctic, by means of, make a life, keep up, back to back, team up with, mark out, take in a great/good many, apply for结构Learn to use the Noun Clauses重点句子1. However, it is likely that Native Americans were living in California... P22. Of the first Spanish to go to..., the majority were... P23. That is why... P24. Some died or returned home, but... P25. Although Chinese immigrants..., it was the building of... P26. It is believed that before long... P37. Built in 1873... was invented by... P88. It’s a... that takes in... P89. He was noticed by... and to find... P5110. He spoke publicly about..., using his fame to help... P51Ⅲ. 教材分析和教材重组1. 教材分析本单元以“地域文化”为主题, 旨在通过单元教学，使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。
Unit 1A land of diversity——多元化的社会重点单词1．means n. [C]方法；手段(单复数同形)(1)means作为一个单复数同形的名词，常及主谓一致结合起来进行考查。
要注意，means作主语时，前有every, each, one等修饰语时，谓语动词用单数；前有several, some, many, few, all等修饰语时，谓语动词用复数。
means n．手段；方法；mean v．意思是；打算by all means当然可以，一定，务必by means of 依靠by no means 绝不，一点也不by this means ＝in this way用这种方法means of travel /transportation交通方式【易错提示】(1)当means作主语且有every, each, one等词修饰时，谓语动词用单数；有some, several, many, few等词修饰时，谓语动词用复数。
(2)by no means放到句首时，句子用部分倒装语序。
By no means shall I do it.我绝不会干那事。
Every possible means has been tried, but none worked.＝All means have been tried, but none worked.各种办法都尝试了，但没有一种奏效。
way 多及in连用，构成in...waymethod 多及with连用，构成with...methodmeans 多及by连用，构成by...meansapproach 多及to连用，构成approach to...用means, method, way和approach的适当形式填空。
(1)He thought of an efficient________to the study of English idioms.(2)He solved the problem by this________.(3)She tried to find a________to solve the puzzle.(4)We have no better ideas, so let's try your________.(5)By no means________such a good opportunity!A．shall I miss B．I shall missC．miss I D．I miss2．majority n. 大多数；大半点拨：(1)单独用作主语，谓语动词用单数、复数均可。
人教版高中英语选修八 Unit 1 A land of diversity第一课时教学设计一、教学内容Unit 1 A land of diversityreading California二、教材分析本单元主要围绕了具有多元文化的美国这一主题展开，其中重点介绍了加利福尼亚州的多元文化特征。
学习本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。
本课时是本单元的第一课时,内容包括热身(Warming up),读前（Pre-reading)，阅读(Reading)和理解(Comprehending) 四个部分。
其中阅读部分以“加利福尼亚州”为题，分别介绍了其地理位置，移民潮，使学生认识到“美国是民族的熔炉”。
此部分提供了本单元的主要阅读语篇，载有本单元话题“A land of diversity”的重要信息，且呈现了本单元的大部分的词汇和主要语法结构。
三、学情分析①．学生个性和英语水平差异大，教学设计要有梯度，由浅入深，注意层次性。
教师要抓住学生的心理，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。
②．根据学生的心理特征，采用视、听、说的教学方法，从感性认识入手，逐渐上升到理性认识，培养学生运用英语进行表达的能力。
四、教学目标设计1. 知识目标：①. 学生通过阅读California 这篇文章，了解美国之所以被称为“大熔炉”的原因。
②. 使学生掌握、理解并能熟练运用重点词汇短语和句型。
2. 能力目标：①. 学生学会快速阅读的方法、培养筛选局部和整体信息的能力及独立阅读的能力和合作学习的能力；训练阅读技巧，同时加强听，说，写等能力训练，提高获取信息和处理信息的能力。
②. 培养学生的质疑意识，提高学生分析问题和解决问题的能力；充分利用多媒体技术，培养学生组织语言、运用语言的能力。
3. 情感价值观：通过本节课的学习, 通过了解美国的多元文化特征，培养学生跨文化交际意识；通过对加州移民的深入了解，使学生认识到“美国是民族的熔炉”。
Unit 1 A land of diversityThe First Period Warming up一．Aims:1. Teaching aimsHelp the students learn more information about America.Important words: ocean, coast, mountain, range, compare2. Ability aimsEnable the students to know more about Ameri ca and can give some cities’ names 二．ContentsStep IAsk the students to talk about the names in groups, and then write down them on the map.Step IICompare answers with other groupsStep IIIGive the correct names to the students.Step IVTell the students some information about America to improve their interest. And ask some students to say what they know about America.Homework To observe an American mapAdd:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Second Period Reading 一．Aims:1.Enable the students to talk about things about the USA.2.Help the students learn the huge diversity of races and cultures in America,especially in California.二．Contents:Step 1 Warming up.1.Ask the students to describe what they learn about the USA.2.Group work: look at the map of the USA with your group. Write on the map thenames of as many of the following as you can. Compare your names with other groups.Step 2 Pre-reading1.Ask the students to tell things about California including its location, size,population, economy, history etc. What do you learn about California?2.Show the students some pictures and encourage students not only to say what eachpicture is about but how each one relates to California.Step 3 Fast reading1.Read through the passage and get the main idea.2.Reading comprehension.Ask the students the following questions:1)When you look at the 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 people, ideas, etc of different kinds gradually get mixed together.3.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 toStep 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.Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Third Period Language Points 一．Aims:1.Learn expressions and phrases.2.Learn language points.二．Contents:1. means: a method or a way of doing. 方式，方法，手段（但复数同形）Translate:一切可能的办法都试过了。
All possible means have been tried.= Every possible means has been tried.by means of : by using 依靠，凭借2.occur: come into sb’s mind (想起，想到)happen, take place(发生)1)When did the accident occur?发生2)A good idea occurred to me all at once.想到思维拓展：mono-前缀：one, single 单eg: a monolingual dictionary(单语词典)bi-前缀：two, twice, double双eg: a bilingual dictionary(双语词典)4.Declare v.宣告，声称，宣称，申报translate the following sentences1) War was declared on the enemy.2) She declared that she knew nothing about it.5.Keep up:保持,坚持,持续1)The manager asked the workers to keep up the work.2)The rain kept up for two days and the roads were floaded.Step 4 Exercises: translation1.我就是想不起他的名字.(occur)His name just didn’t occur to me.2.他宣称他是正确的.(declare)He declared that he was right.3.鼓起勇气,成功就属于你.(keep up)Keep up your courage, and success will be yours.4.他虽然不会说话,但能通过手势让别人知道他的意思.(by means of)He couldn’t speak, but mad e himself understood by means of signs.Step 5 Homework Review the language points.Add:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Forth periodLearning about language and using language一．AimsTarget 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 students’ reading ability (skimming and scann ing).2.enable the students to grasp the useful words and expressions.二．ContentsStep 1 Lead-in1.Look at George’s photos. Then quickly read George’s diary. Write the days he sawthese things under the photos.2.Read George’s diary more slowly and answer the q uestions.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 leftout some words. 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.Step 3 Pair work and consolidation.Make sentences with the new words learned in this lesson.Step 4 Homework1.Read the passage again2.Prepare for the diction of the useful words and expressions of this unit3. Prepare for the writing of the next lesson.Add:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________。
