内容发布更新时间 : 2024/11/5 23:27:52星期一 下面是文章的全部内容请认真阅读。
选修8
黎巨森、蒋茹、罗培芳、罗丽霞
Unit 1 A land of diversity
Period 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 and 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.
Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?
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 the title, what so you think of ? 2) Why is the USA called a melting pot? Step 4 Detail reading
Beside each cultural group , write the period in which they first came to California in large numbers.
Step 5 After reading
Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. ) Step 6 Homework
Finish “Learning about language” on page 4.
1
Period 2 Extensive Reading
Teaching 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 PART 1.
Step 2. Careful reading: Read George’s 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 points.(由集体备课确定)
Step 3. Homework ：read the passage fluently and recite some parts.
Period 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 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 years 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) & Predicative clause(表语从句)
3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句) Step 2 Discussion
Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive. Step 3 Analysis 1.高考考查热点:
1)名词性从句的语序（陈述句语序）；
2)几对重要关联词的区别：whether\\if, what\\that, what\\whatever, who\\whoever, etc; 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）whether\\if的区别
I. Please tell me if/whether you will go to the lectures tomorrow.
2
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 I’m 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
2)What\\that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 汉语意义 什么；所……的东西、事情 无意义 能否省略 否 宾语从句中能省略 What 缺 that 不缺 3）who\\whoever; what\\whatever的区别
I. The spoken English competition is coming. Who will attend the meeting hasn’t 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, don’t be surprised.
V. All the food here is delicious. Just order whatever you like. Who Whoever What Whatever 名词性从句 表示―谁‖ 表示―…的任何人‖ 表―…的任何东西‖ 让步状语从句 / 表―不论谁‖ 表―无论什么‖ 表―什么，所…的东西、事情‖ / 4)常见的it作形式主语的结构
I. It is a fact that he won the match.
II. It is necessary that we do study the English.
III. It is known to all that light travels in straight lines. IV. It seemed that he would come here. 基本句型结构 It is + 名词 + that从句 It is + 形容词 + that从句 It is + 过去分词 + that从句
常用词语 It is a fact/a shame/a pity/no wonder/good news/…that… It is necessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为(should)+动词原形 It is said/reported/decided/known/…that… 3