高中英语同步教案：UnitAlandofdiversity人教新课标选修_2

选修八Unit 1 A land of diversityPeriod2 Language pointsTeaching goals教学目标1. Ability goals能力目标Enable the students to learn about the word transformation between the nouns, adjectives and verbs.2. Learning ability goals 学能目标Help the students learn how to know the parts of speech according to the suffixes.Teaching difficult points教学难点Get the students to know the word formation by adding suffixes.Teaching methods教学方法Study individually, practice in groups.Teaching aids教具准备A computer and a recorder.Teaching procedures & ways教学过程与方式Step I SuffixationAsk students to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.T: Today we’re going to learn about suffixes. Do you know what a suffix is?S1: A suffix is a particle, which is added to the end of a root.T: Good. Do you know anything more about it?S2: Generally, suffixes do not change the meaning of the root, but its part of speech. e.g. lead (v.)→leadership (n.) ill (adj.) → illness (n.)S3: Although each suffix has its own meaning, it can’t be used separately without the root.S4: However, some suffixes add new meanings to the newly formed words.e.g. meaning → meaningless think → think erT: Very good! Now who’d like to share your collected suffixes with us?Ss: The following are some of the most commonly used suffixes.1.Suffixes used as a noun signifier2. Suffixes used as an adjective signifier3. Suffixes used as a verb signifierT: Excellent! Now let’s fill in the chart with your partners. Please open your books and turn to page 4 and practice Activity 1 in Discovering words and expressions. Later we’ll check the answers with the whole class.Step III Homework1. Ask the students to finish Activities 1-3 on page 48 in the workbook.2. Ask the students to prepare for the grammar about the Noun Clauses.。

人教版高二选修八Unit 1 A Land of Diversitywarming up and reading 教学设计Teaching objectsKnowledge and skill1.Enable the students to talk about things about the USA and California.2.Help the Ss learn the huge diversity of races and cultures in America, especially inCalifornia. Therefore, Ss can better understand why America is called “melting p ot”. Process and method1.Enable Ss to develop their ability of analyzing and summarizing through making mind maps on their own.2.Enable Ss to get information accurately and quickly through skimming and scanning.3.Activate Ss to do self-study by assigning before-class tasks.Emotional attitude and value1.Further develop Ss’ cross-cultural awareness.2.Guide Ss to cultivate their awareness of cooperation.Teaching important and difficult points1.Learn the huge diversity of races and cultures in California.2.Make mind map.3.Know how to deal with cultural conflicts.Teaching methodsThe first-posting teaching, Task-driven method, Situated language teachingTeaching aidsA blackboard and a computerTeaching proceduresStep 1 Before classAsk Ss to do self-study before class. They should surf the Internet and find some information about California. For instance, you should know more about its politics,economics, geography, culture, history and so on. They may make powerpoint files to display their findings.Step 2 Warming-upAsk Ss to do presentations in front of the class. They should display their products, introducing California with the assistance of the multimedia.The teacher should give appropriate feedback in time.设计意图：通过自学，可以锻炼学生的搜集、挑选、整理、呈现信息的能力，使学生具备基本的有关本节课的背景知识。

人教版高中英语选修8全册教学设计目录➢Unit 1 A land of diversity1➢Unit 1 A land of diversity2➢Unit 1 Period 2 A sample lesson plan for Learning about Language ➢Unit 1 Period 3 A sample lesson plan for Using Language➢Unit 2 Cloning1➢Unit 2 Cloning2➢Unit 2 Period 2 A sample lesson plan for Learning about Language ➢Unit 2 Period 3 A sample lesson plan for Using Language➢Unit 3 Inventors and inventions1➢Unit 3 Inventors and inventions2➢Unit 3 Period 2 A sampl e lesson plan for Learning about Language ➢Unit 3 Period 3 A sample lesson plan for Using Language➢Unit 4 Period 2 A sample lesson plan for Learning about Language ➢Unit 4 Period 3 A sample lesson plan for Using Language➢Unit 4 prgmalion2➢Unit 4 Pygmalion1➢Unit 5 Meeting your ancestors1➢Unit 5 Meeting your ancestors2➢Unit 5 Period 2 A sample lesson plan for Learning about Language ➢Unit 5 Period 3 A sample lesson plan for Using LanguageUnit 1 A land of diversity第一课时 Words and Expressions(集中识词)Teaching aim: Master the new words and expressions.STEP 1. Pronunciation correctingRead after the teacher or the tape twice. Then the teacher asks the students to read words by themselves.STEP2. Skills in memorizing the new wordsThe teacher analyses the structures and usage of the new words briefly.STEP 3. Ss try to spell out the following words & expressions单词翻译1.vt 说明；阐明 ___2.n 海峡_______3.n 手段；方法4.adj 史前的_________________5.n 受奴役的状态；奴隶制____6.n 西班牙___________7.n大多数；大半 ____________ 8.n & adj 天主教的；天主教徒 ______ 9.n墨西哥 10.n（从国外移入的）移民_______________ 11.n移民入境；移民 12.n百分比；百分率________________13.adj丹麦 14.adj&n 丹麦的；丹麦人的 ______ 15.n 好莱坞；美国电影业 16.n 飞行器；航空器_______________ 17.n韩国；朝鲜 18. n 巴基斯坦 ______19.adj 巴基斯坦人的 20.n征服者21.vt&n 混合；拌合. 22.n.混合物；混合状态__________ 23. n 国籍；民族 24.adj人种的；种族的_______25.n 申请人 26.n.& adj 社会主义者；社会主义者的_________ 27.发生；出现________________ 28.adj 中央的；中心的_______________29. n 牛（总称）_______________30. vt 指出；标示；________________-31.vi&vt 交换________________ 32. n 行李__________________33. n （有轨）电车______________ 34 adj 显而易见的；_______________35.adv 显然地；显而易见地____________36. vi&n 滑动；滑倒_________________37. n. 面包房_______________ 38. n&vt 渡船；摆渡______________39. vi&n 租用；雇用_____________ 40. n 海鸥________________41.vt 插入；嵌入_________________ 42.vi 做出反应；回应________________重点短语1.白令海峡2.用┈办法；借助┉3.太平洋群岛4.习惯新的生活方式、工作等；谋生5.（某人）想到____________6.缆车_______ ___7. 与……合作或一起工作___________8.划出标出……界线______________9.包括；吸收____________ 10.许多；很多_________________教师加工，学生笔记。

【课堂新坐标】（教师用书）2013-2014学年高中英语 Unit 1 A land of diversity教案新人教版选修8【美文阅读】纵观美国历史，就可见这个国家经常被称为“熔炉”。

在此，各地移民和各种族团体学会了共同建设一个独特的民族。

甚至那些“本土的”美国人——印第安人，也可能是几千年以前，从亚洲走过大陆桥来到北美洲的。

A look at the history of the United States indicates that this country has often be en called “a melting pot”，where various immigrants and ethnic(种族的) groups have learned to work together to build a unique nation.Even those “original” Americans，the Indians，probably walked a land bridge from Asia to North America some thousands of years ago.So，who are the real Americans？The answer is that any and all of them are！And you，no matter where you come from，could also become an American should you want to.Then you would become another addition to America's wonderfully rich “nation of immigrants”．The United States is currently shifting from being a nation of immigrants of mainly European descent to oneof immigrants from other parts of the world，such as Asia and Latin America.The number of recent immigrants has skyrocketed.They desire to escape economic hardship and political oppression in their native countries as well as the desire to seek a better education and a more prosperous(繁荣的) life in America，“the land of opportunity”．Although there are frequent conflicts between the cultures they have brought with them from the “old country” and those found in America，most immigrants learn to adjust to and love their adopted land.【诱思导学】1．What do people often call the United States?______________________________________________【答案】“A melting pot”2．Why do people immigrate to the United States?______________________________________________【答案】They desire to escape economic hardship and political oppression in their native countries as well as the desire to seek a better education and a more prosperous life in America.3．Are there any conflicts between the cultures they have brought with them fromthe “old country” and those found in America?______________________________________________【答案】Yes，there are.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。

Unit 1 A land of diversityPeriod 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre-reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 47 new words and phrases in these five parts.14 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 33 should all be remembered，among which the following words and expressions are even more important：distinction，majority，percentage，live on，by means of，make a life，keep up.They are all very useful and important.So are the sentence patterns “California is the third largest state in the USA but has the largest population.”，“Exactly when the first people arrived in what we now know as California，no one really knows.” We ought to pay more attention to them.三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：distinction，majority，percentage，live on，by means of，make a life，keep up.2．To get the students to understand and use the following important and useful sentence patterns：（1）California is the_third_largest state in the USA but has the largest population.（2）Exactly when the first people arrived in what_we_now_know_as_California，no one really knows.Process and methods1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make the students master their usages.2．To ask the students to make their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重点、难点1．Important new words and expressions：distinction，rnajority，percentage，live on，by means of，make a life，keep up2．Important and useful sentence patterns：（1）California is the_third_largest state in the USA but has the largest population.（2）Exactly when the first people arrived in what_we_now_know_as_California，no one really knows.3．Some difficult and long sentences in the text.教学过程Step 1RevisionⅠ．Write out the words in Column A according to the meanings in Column B.Column A Column B1．______ clearly different or belonging to a different type2．______ 3．______ 4．______ 5．______ 6．______ 7．______ 8．______ 9．______ 10．______ 11．______ 12．______ a quick increase of business activityto happen or exist in a particular place or situationa way of doing or achieving somethingto choose to do somethingmost of the people or things in a groupto show that a particular situation existseasy to notice，obviousto slide a short distance accidentally，and fall or lose your balance slightly not in any place or to any placeto improve a system，law，organization etc.by making a lot of changes to it the power you have because of your official positionⅡ．Translate the following phrases into Chinese.1．live on ____________2．by means of ____________3．make a life ____________ 4．keep up ____________5．back to back ____________ 6．team up with ____________7．mark out ____________ 8．take in ____________9．a good/great many ____________ 10．apply for ____________11．declare war on ____________ 12．rather than ____________Suggested answers：Ⅰ．1．distinct2．boom3．occur4．means5．elect6．majority7．indicate 8．apparent9．slip10．nowhere11．reform12．authorityⅡ．1．继续存在；继续生存2．用……办法；借助……3．习惯于新的生活方式、工作等4．坚持；维持；沿袭5．背靠背6．与……合作或一起工作7．画线，标出……界线8．包括，吸收9．许多，很多10．申请；请示得到11．对……宣战12．而不是Step 2Reading and findingGet students to read through Warming Up，Pre-reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Exercises for useful words and expressions1．Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They may first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary studyⅠ．简单知识扫描1．distinction（P1）【原句再现】It also has the distinction of being the most multicultural state in the USA，having attracted people from all over the world.加州与众不同之处在于它也是美国最具多元文化的一个州，它吸引了来自世界各地的人们。

人教版高中英语选修8《Unit 1 A la nd of diversity》教案2篇Teaching plan of unit 1 a land of diversity人教版高中英语选修8《Unit 1 A land of diversity》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修8《Unit 1 A land of diversity》教案2、篇章2：人教版高中英语选修8《Unit 1 A land of diversity》教案篇章1:人教版高中英语选修8《Unit 1 A land of diversity》教案教学准备教学目标三、教学目标1.知识技能目标1）能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know （from the text）? 等直接信息能力;2）能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century?（此问题需提取数个段落的文本信息）Two groups of immigrants had something in common. What are they? （double choices） Why? （此问题需要学生从文字的表面信息加工处理后方可得到答案）3）能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA?How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?Do you think language plays an important part ina culture? 等。

California教学设计西安市田家炳中学李亚俊【教材依据】本课是来关于普通高中课程标准实验教科书英语选修8第一单元A land of diversity 的阅读课。

一、设计思路1、指导思想。

本教学设计主要围绕多元文化的美国这一主题展开，介绍加利福尼亚的多元文化特征。

该设计在多媒体辅助下，教学活动层层递进，由简入难，让学生了解美国的历史及其基础常识，丰富学生的知识，拓展他们的视野，培养学生跨文化交际意识和能力以及运用英语思维的能力。

亮点是对学生进行了尊重历史和热爱祖国的情感教育。

2、教学目标。

1）知识目标：让学生通过阅读文章，理解multicultural, distinction, ministry, catholic, rail, elect, immigrate, mixture, racial, keep up, by means of等单词和短语的意思以及用法。

2）能力目标：通过阅读文章，让学生掌握skimming, scanning, detailed reading的阅读技巧，并培养学生用英语去讨论和思维的能力。

3）情感目标：通过对文章的理解，让学生了解美国多元文化特征，培养学生跨文化交流意识，使学生意识到：“美国是民族的熔炉”，从而使学生了解世界人民交融互补、和平共处的民族融合趋势，并引导学生要尊重历史和热爱祖国。

3、教学重点与难点。

1）教学重点：1) improve the students' reading skills, including skimming, scanning andcareful reading.2) let students know more about california and its characteristic.3) cultivate the students' ability of thinking and expressing in english.A.让学生了解关于美国的基础常识。

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.Keys: 1). majority 2). in 3). over 4). prefer / prefers 5). is2. 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。

M8 UNIT 1 A land of Diversity教材内容分析本课位于人教选修8第一单元。

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。

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。

本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。

教学目标设计1.知识目标•掌握重点词汇和短语•理解和运用重点句型2.能力目标•通过对段落结构的分析，使学生掌握scanning的阅读技巧。

要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。

•让学生们能流利的讲述加州的相关历史。

3.情感目标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”。

教学重难点分析1．教学重点：•让学生通过对加州历史的学习,了解美国的多元文化特征.2．教学难点•帮助学生理解加州多元文化形成的原因。

教学方法新课改不仅注重知识的传授，也注重学生能力及情感态度价值观的培养。

根据教学内容及学生实际，我主要采用以下教学法：1．任务型教学法本课选择任务型教学，如要求学生课前预习阅读文章，课堂进行小组讨论，填写信息表等，培养和强化学生的语言实践能力和自主学习能力。

2．多媒体辅助教学法利用多媒体展示相关图片，激发学生学习兴趣，提高课堂教学效率。

教学过程1. Warming up2. Pre-reading3. Reading(1) Skimming(2) Detailed reading4. Discussion5. Language points focus6. Questions time7.Summary8. Homework学习流程Before class (课前自主学习，合作探究)------- Vocabulary（词汇预习）------- Preview the new words of this text.【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。

California 教课方案西安市田家炳中学 李亚俊【教材依照】8第一单元Aland本课是来对于一般高中课程标准实验教科书英语选修 ofdiversity 的阅读课。

一、设计思路1、指导思想。

本教课方案主要环绕多元文化的美国这一主题睁开，介绍加利福尼亚的多元文化特点。

该设计在多媒体协助下，教课活动层层递进，由简入难，让学生认识美国的历史及其根基知识， 丰富学生的知识，拓展他们的视线，培育学生跨文化社交意识和能力以及运用英语思想的能力。

亮点是对学生进行了尊敬历史和热爱祖国的感情教育。

2、教课目的。

1〕知识目标：让学生经过阅读文章，理解multicultural, distinction,ministry, catholic, rail, elect, immigrate, mixture, racial, keepup, bymeansof 等单词和短语的意思以及用法。

2〕能力目标：经过阅读文章，让学生掌握skimming,scanning, detailedreading 的阅读技巧，并培育学生用 英语去议论和思想的能力。

3〕感情目标：经过对文章的理解，让学生认识美国多元文化特点，培育学生跨文化沟通意识，使学买卖识到：“美国是民族的熔炉〞，进而使学生认识世界人民交融互补、和平共处的民族交融趋向，并指引学生要尊敬历史和热爱祖国。

3、教课要点与难点。

1〕教课要点：1)improvethestudents'readingskills,includingskimming,scanningandB. carefulreading.letstudentsknowmoreaboutcaliforniaanditscharacteristic.cultivatethestudents'abilityofthinkingandexpressinginenglish.让学生认识对于美国的根基知识。