(预讲练结四步教学法)高中英语 unit 1 a land of diversity练习新人教版选修8

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【预讲练结四步教学法】英语人教版必修UnitFestivalsaroundtheworld预习

【预讲练结】人教必修三Unit 1 Festivals around the world预习1. gather vt. & vi. 聚集; 采摘; 收集; 收获People are grateful because their food is gathered for the winter and the agricultural work is over. 人们都心怀感激，因为越冬的粮食收集起来了，农活结束了。

(P2)1)He managed to gather a small group of curious passers-by round the platform.______________________________________________________________2)他鼓足了气力要决斗。

He ______________ for the fight.3)请给我摘一些花。

________________________________________4)他正忙着搜集有关鸟的信息。

______________________________________________5)With the development of technology, information is not difficult ________ any more.A. to be gatheredB. gatheringC. to gatherD. being gathered易混辨析collect/gathercollect 通常表示有目的或有挑选的收集gather 一般表示由少积多的收集6) My hobby is __________________(集邮).2. gain vt. & vi. 获得; 得到; 赢得; 加快(速度）; 增加（体重）n. 利润；获益India has a national festival on October 2 to honor Mohandas Gandhi，the leader who helped gain India，s independence from Britain.印度在十月二日有个全国性节日，纪念莫汉达斯.甘地，他是帮助印度脱离英国而独立的领袖。

近年高考英语一轮复习第一部分教材重点全程攻略Unit1Alandofdiversity限时规范特训

2019版高考英语一轮复习第一部分教材重点全程攻略Unit 1 A land of diversity限时规范特训新人教版选修8编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2019版高考英语一轮复习第一部分教材重点全程攻略Unit 1 A land of diversity限时规范特训新人教版选修8）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为2019版高考英语一轮复习第一部分教材重点全程攻略Unit 1 A land of diversity限时规范特训新人教版选修8的全部内容。

Unit 1 A land of diversityⅠ.阅读理解A［2018·宁夏石嘴山高三模拟］There is a large percentage of Asian people in the US. They’re hard working, respectful but strange sometimes. If you don't understand the culture, you will get some problems with them。

Asian people are different from any other cultures。

If you think you know them, you might want to think again。

How are they different？ When it comes to most Asian culture, respect is everything。

【预讲练结四步教学法】英语人教版选修UnitTravellingabroad预习

【预讲练结】人教选修七Unit 5 Travelling abroad预习学点整合1. adjust to 适应，习惯, 调整，调节How difficult do you think it is to adjust to the custom of another country?你认为适应另外一个国家的风俗有多难呢？(P37)1) It took her a while to adjust to living alone after the divorce._____________________________________________________________2) 你将很快适应学生生活。

You’ll quickly _________________________________________________3) 除非将望远镜调整到适应你的视力时你才能观看。

You can’t see through a telescope unless _______________________________4) I ha ve just been in Australia for a week and I’m trying to ______ the new climate here.A. adjust toB. agree withC. fit inD. rely on2. keep (sth) up (使……）继续下去，使某事物保持(高水);keep up (with sb. / sth.)跟上Keep it up, Xie Lei.谢蕾，再接再厉！(38)1) Keep up the good work!____________________________________2) 要保持体能不降低，就要吃好睡好。

_______________________________，eat well and get enough sleep.3) 我要跑步才能跟上女孩子们。

[高中英语]Unit 1 A land of diversity全单元教案

Unit 1 A land of diversity Ⅰ. 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▲Study the culture and people of the USAⅡ. 目标语言Ⅲ. 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.本单元旨在通过对世界各地的名胜古迹、风土人情的研究与学习,丰富学生的世界地域文化知识,开扩视野,培养他们热爱祖国、热爱大自然、保护名胜古迹、造福人类的高尚情操.1.1 Warming Up要求学生查阅美国地图,讨论有关美国地理方面的知识,为下一步的学习做好热身准备.1.2 Pre-reading要求学生讨论有关加利福尼亚州的几张图片,了解当地风土人情、民俗文化. 1.3 Reading主要介绍了加利福尼亚州人口及民族、种族构成、融合、变迁的历史.通过学习,使学生了解加州不仅是美国人口最多的州,同时也是民族、种族最多、文化最为多元的州.1.4 Comprehending要求学生在理解课文的基础上,写出发生在加州的重大历史事件,并分析讨论新世纪加州为什么会成为多种文化交织的共同体的原因.1.5 Learning about Language由Discovering useful words and expressions 和Discovering useful structures两部分组成.并设计了词性转换、用课文中所学习的重点词汇填空、补全对话等练习.1.6 Using Language由Reading and writing, Listening and speaking组成,通过对学生听说读写综合能力培养,要求学生在了解相关知识的基础上,阅读并改写部分游记；想象自己在某地度假,给朋友发一封电子邮件或寄一张贺卡介绍该地区的相关情况.1.7 SUMMING UP 要求学生总结本单元所学的词汇、结构、话题等知识和内容.1.8 LEARNING TIP从对话时应该注意的问题这一角度,对学生进行学法指导.2．教材重组2.1 Warming Up, Pre-reading, Reading和Comprehending四部分,都是关于美国加利福尼亚州简介的内容,整合为一节精读课.2.2 Learning about Language中的Discovering useful words and expressions 以及Workbook中的USING WORDS AND EXPRESSIONS 都是关于形容词、动词和名词后缀及其三者之间的相互转换,讲解与练习这三种词性用法, 以及课文重点词汇运用方面的相关练习,整合为一节语言学习课.2.3 Learning about Language中的Discovering useful structures和Workbook中的USING STRUCTURES,都是有关名词性从句的用法的讲解与练习,整合为一节语法课.2.4 Using Language中的Reading and writing, Listening and speaking,都是与假日旅游相关的知识,整合为一节综合课（I）.2.5 Workbook中的LISTENING, LISTERNING TASK AND READING TASK,都是关于新奥尔良以及爵士乐及其创始人等相关内容, 整合为一节泛读课.2.6 Workbook中的TALKING以及SPEAKING TASK与WRITING TASK四个部分, 都是关于中国城市、省份或地区的简介等方面的内容, 整合为一节综合课（二）.3. 课型设计与课时分配1st Period Reading2nd Period Language study3rd Period Grammar4th Period Integrating skills (Ⅰ)5th Period Extensive reading6th Period Integrating skills (Ⅱ)Ⅳ. 分课时教案The First Period ReadingTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语strait, means, slavery, Spain, majority, Catholic, Mexico, immigration, percentage, Denmark, Danish, aircraft, Korea, Korean, Pakistan, Pakistani, mix, mixture, nationality, racial, the Bering, by means of, the Pacific Islands, make a lifeb. 重点句子However, it is likely that Native Americans were living in California... P2Of the first Spanish to go to..., the majority were... P2That is why... P2Some died or returned home, but... P2Although Chinese immigrants..., it was the building of... P2It is believed that before long... P32. Ability goals能力目标Enable the students to talk about the history of California.3. Learning ability goals 学能目标Enable the students learn how to talk about the history of California.Teaching important points 教学重点Enable the students learn how to talk about the important events in Californian history.Teaching difficult points教学难点Enable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methods教学方法Skimming, scanning and discussion.Teaching aids教具准备A recorder, a computer, a projector and some pictures.Teaching procedures & ways教学过程与方式Step Ⅰ Lead-inT: Boys and girls, we’ve learned English several years. We know that English is mainly used in England, Australia, the United States of America, etc. And we’re now learning American English. But how much do you know about the United States of America — a land of diversity? As we all know, the US is a world power with the most developed economy. It lies in the North America, bordering both the North Atlantic Ocean and the North Pacific Ocean, between Canada and Mexico. There are fifty states in the US. Forty-eight of them are in the single region between Canada and Mexico; this group is referred to, as the continental or contiguous United States. Two of the 50 states, Alaska (a state in northwestern North America) and Hawaii (a state in the central Pacific on the Hawaiian Islands), are not contiguous with any of the other states. In the past few years, we’ve seen or heard many of the world’s events which have something to do with the US, such as the September 11 attacks, Iraqi war, Kartrina Hurricane, etc. Today we are going to learn more about this powerful country. First, look at the following pictures.Show some pictures on the screen.T: All right. Now please tell me what you know about them? Who wants to have a try?S1: The American flag is the Star - Spangled Banner. There are 50 stars with white and red strips onthe rest of the flag.S2: The stars stand for 50 states. The red color symbolizes courage; the white symbolizes freedom and the blue means loyalty and justice.S3: The White House is the executive mansion of the President of the United States. The American President lives and works in the building.S4: There are many important places in it, such as the pressroom and the oval office.S5: The Statue of Liberty is standing on a small island in New York Harbor.S6: In 1886, French sent it as a gift for American Independence Day on her 100th anniversary.S7: The crowned lady is 46 meters high, with a torch in her right hand holding aloft and Declaration of Independence in her left.S8: For a century, the Liberty has been standing on the Island proudly symbolizing the spirit of independence of the USA.T: Very exactly. What else do you know about the USA?S9: A federal republic, 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.S10: It has a population of about 2,900 million. Its area is 9,370,000 sq km.S11: The climate of USA is mainly temperate in nature but in Hawaii and Florida, it is tropical.S12: The language they mainly use is English.Step Ⅱ Warming upAsk the students to turn to page 1 and look at the map of the USA and talk about it in groups of 4. Fill in the given form. Then write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities. At last, check the answers with the whole class.T: Good job! Do you want to learn more knowledge about the USA? Now please open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities.Oceans Countries Mountain Ranges Lakes Rivers CitiesEast West North South West East Huron,Ontario,Michigan,Erie,Superior MississippiWashington,New York,LosAngeles,Chicago,Houston,Philadelphia,Miami,Atlanta,SanFranciscoPacifi c AtlanticCanadaMexicoCascade,Coast,Brook,Alaska,RockyAppalachianStep Ⅲ Pre-readingT: Can you find the location of California? Where does it lie?S1: Yes, it is lying on the Pacific Ocean in the west and on Mexico in the south.S2: California is on the west coast of the United States, which is diverse in topography, climate andecological environment.T: Correct. Anything else do you know about the state?S2: It has an area of 411 square kilometers. And it is one of the American states of the largest population, with the most developed economy.S3: You are right. Its economy takes the first place among all the states. So it’s one of the most important states.S4: The pleasant weather, long beach and graceful natural landscape make the tourism prosperous. T: Well done! Just as people go to the USA from many places today, so did in ancient times. Today we’re going to learn the short history of California. Now please look at the pictures about California. And discuss in groups of 4 what each picture means to you. A few minutes later, I’ll ask some of you to say something about them.A few minutes later.T: OK, now I’d like some of you to say something about the pictures.S1: I can see a Native American farmer in the left picture on page 1. He was standing beside a camp in the forest. It seemed that he felt very happy. Maybe he had a good harvest.S2: The villagers moved to these various camps in the forests during the harvest season, depending on the type of crop being gathered.S3: In the middle picture, a man was panning gold. He looked not only thin and weak, but also thirsty and tired.S4: I think it was difficult for them to achieve the dream of becoming rich.S5: He might have to give up, leave California and go back home.S6: The right picture illustrates modern California with beautiful buildings and busy street.S7: By 1990, the nations being immigrated from different parts of the world had made California into the most racially and ethnically diverse state in the country.S8: The picture on page 2 shows us a Spanish religious man.S9: The picture on page 3 shows us Indian children were allowed to attend public schools.S10: The number of African Americans in California increased dramatically following the turn of the 20th century.Step Ⅳ ReadingScanningAsk the students to read the text silently and then ask some questions about the text.T: Today we’re going to read a short history of western painting. Now let’s read it quickly and find out the answers to the questions on the screen with your partners.Show the questions on the screen.1. Who were the first to arrive in California to rush for gold?2. When and why did the large number of Chinese immigrate to California?3. What attracted people from different parts of the world to immigrate to California?T: Now who can answer Question 1?S1: South Americans and people from the United States.T: Good! Who’d like to answer Question 2?S2: During the Gold Rush Period, many Chinese immigrated to California to achieve their dream of becoming rich.S3: In the 1860s, a large number of Chinese went there to build the railway from the west to east coast.T: Exactly. How about the third question?S4: I think the temperate climate attracted immigrants to California.S5: Maybe the modern lifestyle there is more attractive to people from other parts of the world.T: Good job!SkimmingIn this part, the students will read the text again and try to get the main idea in groups of 4. Then show the following form on the screen. Give them a few minutes to fill in the form. Then check the answers with the whole class.T: Now please read the text again. And then let’s try to get the main idea of the text. I’ll show the form on the screen and give you a few minutes to fill in it.Show the form with blanks on the screen.CALIFORNIAExplanationT: Now let’s deal with some language points in the text. Look at the sentences on the screen. Who can explain the sentences?Show the following.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... P3Step Ⅴ ComprehendingAsk the students to read the passage again and try to know more about the pictures, the people and the events in different history periods. First ask students to practice Activities 1-3 in pairs. And then check the answers with the whole class.T: Read the passage again. Now I’d like you to practice Activity 1.S1: The first picture on page 2 shows us some life-styles of the Native Americans in California. Native Americans first arrived and have lived in California for thousands of years.S2: They established their homes along the central California coast long before the Europeans arrived.S3: They suffered a lot by Europeans, thousands were killed or forced into slavery.S4: The middle picture on page 2 is about the Gold Rush in California.S5: One of the largest human migrations in history as a half-million people from around the world descended upon California in search of instant wealth.S6: Many died or returned home, but most of them remained in California.S7: The right one shows that California is a multicultural city with architectures of different styles. S8: Attracted by the climate and lifestyle, more and more people from different parts of the world like to immigrate to California.S9: In the 21st century California will become such a multicultural state with a mixture of manyraces and cultures.S10: The picture on page 3 shows us a Catholic religious man who came to California to teach the natives.S11: In the early 16th century, Spanish fought against the naive people, took their land and settled in California.S12: We can see so many African Americans were having classes in the school.S13: In 1924, the United States Congress gave Native Americans the same rights as other citizens for the first time.S14: School segregation and discrimination in housing were banned, but African Americans still encountered prejudice and hostility.T: Read the passage again. And do Activities 2~3 in pairs.A few minutes later.T: OK, I’ll ask some of you to show your answers.Sample answers: (Refer to the above form)Step Ⅵ ConsolidationFirst ask the students to talk about the writing style and techniques, writing characteristic of this text in groups of 4, and check the answers with the whole class. Then ask the students to find out the main idea of the passage and try to retell the text in pairs. A few minutes later, ask some of them to retell it to the whole class.T: Now I’d like you to talk about the writing style and techniques, writing characteristic of this text in groups of 4.A few minutes later.T: All right, what’s the writing style and techniques, writing characteristics of this text? Who can tell me?Ss: Writing style and techniques: The passage is a historical narrative article. It introduces briefly the main history events of different periods of times in California. It also describes when, how and why the people from different parts of the world immigrated to California. The short history of California is described clearly and accurately, which gives the readers a deep impression.Ss: Writing characteristics:1. The text is arranged well in the order of time.2. The text catches the feature of people and things and uses adjectives.3. The text centers on the subject and the purpose.4. The text seems more vivid and lively with the inserted pictures.T: Well done! Now I’ll give you a few minutes to find out the main idea of the passage and practice retelling the text in pairs with the help of the form about the text.Show the above form again on the screen.T: All right. I’d like some of you to tell us the main idea.Ss: Main idea: The text mainly introduces the short history of California. It describes the great history events happened in various times. It also tells us when, how and why different people from all over the world having been immigrating to California. It explains to us the reasons why it will be a simple multicultural community in the 21st century.T: OK, it’s time for us to do some retelling work. Who’d like to have a try?Ss: California is the third largest state in the USA with the most developed economy. 15,000 years ago, the first settlers crossed the Bering Strait from Asia and arrived in California. The Native Americans suffered greatly after the arrival of Europeans in the 16th century. In the 18th century, California was ruled by Spain until 1821 the people of Mexico gained their independence from Spain. California then became part of Mexico. But after the American-Mexican war in 1846, California was given back to the USA. In 1848, in California Gold was discovered, which attracted people from all over the world to arrive there to achieve their dreams of becoming rich. In 1850, California became the 31st state of the USA as a multicultural society. Attracted by the climate and lifestyle, more and more people from different parts of the world having been immigrating to California, including Asians, Africans, Americans and Europeans. In the near future, California will become a mixture of many races and cultures without any major racial or cultural groups.Step Ⅶ Homework1. Ask the students to discuss the question in Activity3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences.2. Ask the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.The Second Period Language studyTeaching goals教学目标1. Target language 目标语言重点词汇和短语Catholic, slavery, Spanish, mix, mixture, nationality, majority, immigrant, percentage, make a life, a great many2. Ability goals能力目标Enable the students to learn about the word transformation between the nouns, adjectives and verbs.3. Learning ability goals 学能目标Help the students learn how to know the parts of speech according to the suffixes.Teaching important points 教学重点Get the students to know the word about the USA.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 RevisionAsk the students to discuss the question in Activity 3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences. Ask them to share their answers and show their opinions.T: First of all, let’s deal with our homework. Now work in groups and discuss the question in Activity 3 on page 3, trying to explain the reasons in your own words and write 3 ~ 4 sentences. Share your answers with your group members.A sample discussion:S1: The Native Americans of California are continuing to heal from the wounds of the past. As California recognizes the value of its multi-ethnic diversity, its native people are encouraged to celebrate their heritage and share it with the wider California culture.S2: The number of African Americans in California increased dramatically following the turn of the 20th century. Although old patterns of prejudice persisted, African Americans advanced in politics,business, sports and entertainment. School segregation and discrimination in housing were banned, but problems of unemployment, underemployment and racism continue to be addressed in the African-American community.S3: By 1990, the number of European and Canadian immigrants had fallen dramatically, to less than 10 percent, and the number of immigrants from Mexico and Central America had climbed to well over half of the total.S4: Additionally, California’s share of Asian immigrants doubled and now accounts for 40 percent of new immigrants in the state.T: Excellent! These trends have transformed California into the most racially and ethnically diverse state in the country, so that by the year 2000, if not already, no racial group will constitute a majority.Step Ⅱ SuffixationFirst, ask the students to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them 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 → mean ingless think → thinkerT: 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 signifierVerb Adjective Suffix Nounread -er readeract -or actortrain -ee traineebuild -ing building attend -ance attendance punish -ment punishment invent -tion inventionsick -ness sicknessspecial -ist specialisttrue -th truth2. Suffixes used as an adjective signifierNoun Verb Suffix Adjective wind -y windy hope -ful hopeful adventure -ous adventurous hero -ic (-ical) heroic nation -al national care -less careless trouble depend -some troublesomecomfort -ent/-ant dependentactive, -able/-ible comfortableimagine -ive/-tive/-ative/-itive attentive,imaginativesecond -ary secondarychange -able changeableannoy -ing annoyingexcite -ed excited3. Suffixes used as a verb signifierAdjective Noun Suffix Verbbroad fright -en broaden , frightensimple -fy simplifymodern -ize (-ise) modernizeT: 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.The Third Period GrammarTeaching goals教学目标1. Target language 目标语言重点词汇和短语The Noun Clauses, occur to2. Ability goals能力目标Enable the students to identify the different types of the Noun Clauses and learn to use them.3. Learning ability goals 学能目标Help the students learn how to use the Noun Clauses.Teaching important points 教学重点Enable the students to use the Noun Clauses.Teaching difficult points教学难点Enable the students to distinguish different types of noun clauses.Teaching methods教学方法Comparing and practice.Teaching aids教具准备A projector, a computer and a blackboard.Teaching procedures & ways教学过程与方式Step Ⅰ RevisionCheck the homework.Step Ⅱ PresentationAt first, get the students to know what a noun clause is and what role it plays in the sentences. Then, discuss noun clauses as objects. Next, give them an example to show what are Noun Clauses and in what situations they should use them. At last show them the sentence structures of the Noun Clauses. T: Today’s topic is noun clauses. A noun clause is an entire clause which takes the place of a noun in another clause or phrase. Like a noun, a noun clause acts as the subject or object of a verb or the object of a preposition, answering the questions “who(m)?” or “what?”. There are many types of noun clauses. Today we’re going to discuss only noun clauses as objects.Show the following.He knows that noun clauses are difficult.T: OK. Please look at the sentence on the blackboard. There is a that-clause in the sentence. Do you know what clause it is called?Ss: Yes. It is an object clause.T: Right. How do you know this?S: I think the clause is used as the object of the verb “knows”.T: Very good. There are three types of common noun clauses, which I’ll eventually cover. Now I’d like to show you more examples about them.Show the following on the screen.· That-clauses:I believe that you can learn noun clauses well.· If / whether clauses:The teacher must determine if / whether they are ready to study noun clauses.· Wh-clauses begin with words like who, what, how, whenever, which, etc:First you need to explain what a noun clause is.I know how I can make you learn noun clauses.T: As for punctuation, the clause determines whether it’s a question or statement. How do you use them correctly?Ss: That clauses are made from statements and are introduced by the word that. If / whether clauses are made from general questions and are introduced by the words if or whether. Wh-clauses are made from special questions and are introduced by the wh- words.T: Quite right. If the clause is used as subject, we call it the subject clause. This kind of clause is also used as the predicative, the appositive or the attributive. Are you clear about that?Step Ⅲ PracticeAsk the students to practice Activities 1~4 on page 5. For Activities 1~2, discuss what role these clauses play in the sentences in pairs. For Activity 3, ask them to make sentences containing noun clauses on their own. For Activity 4, complete the dialogue with the given sentences in pairs. At last, check the answers with the whole class.T: In English we often find clauses acting as subject, object, appositive and predicative. Here are some more examples about them. Now please open your books and turn to page 5, let’s look at the underlined noun clauses. Please discuss what role these clauses play in the sentences in pairs.A few minutes later.T: In the sentences, what types of noun clauses are they?Ss: In the first sentence, the underlined part is used as subject. It is the subject clause.In the second sentence, the underlined part is used as predicative. It is the predicative clause.In the third sentence, the underlined part is used as object of the verb “know”. It is the object clause. Go on with the Activities 2-4. Then check the answers with the students.Step IV HomeworkAsk the students to do the following.1. Finish Activity 2 on page 49 in the workbook.2. Sum up all the conjunctions used with noun clauses and compare it with the conjunctions used with attributive clauses. Then tell the differences between them. Practice Activity 2 on page 49 (Workbook).3. Prepare for the “Using Language” part on pages 6~9 and surf the Internet to find the related information.The Fourth Period Integrating skills(Ⅰ)Teaching goals教学目标1.Target language 目标语言a. 重点词汇和短语luggage, tram, apparent, apparently, slip, bakery, ferry, hire, seagull, insert, react, team up with, mark out, take in, a great / good manyb. 重点句式Talk about traveling to some placesWhere have you visited recently?What is the climate like?What did you think about the people?What other interesting things did you see?That’s interesting / terrific / marvelous / cool / lovely!You’re exciting / excellent.Good / Creative / Fantastic / Super job!2. Ability goals能力目标Enable students to talk about places and learn to write an email or a postcard.3. Learning ability goals 学能目标Help students learn how to talk about places and learn to write an email or a postcard.Teaching important points 教学重点How to talk about places.Teaching difficult points教学难点How to write an email or a postcard.Teaching methods教学方法Listening, speaking and discussion.Teaching aids 教具准备A projector, a computer and a recorder.Teaching procedures & ways教学过程与方式Step Ⅰ RevisionCheck the homework.Sample answers to Activity 2:1. A clause is called a noun clause when an entire clause takes the place of a noun in another clause or phrase.I know that Latin is no longer spoken as a native language.Where they are going is unknown.Whoever broke the vase will have to pay for it.The Toronto fans hope that the Blue Jays will win again.2. A clause is called an attributive clause when a dependent clause which takes the place of an adjective in another clause or phrase.The books that people read were mainly religious.Some firefighters never meet the people whom they save.Did I tell you about the author whom I met?They are searching for the one who borrowed the book.Then ask them to sum up all the conjunctions used in noun clauses, comparing them with the conjunctions used in attributive clauses and tell the differences between them. Fill in the given chart in groups of 4. Then check the answers.T: Last class we learned the usage of noun clauses. Have you finished the exercises about the noun clauses?Ss: Yes.T: Attributive clauses share conjunctions with noun clauses. What are the differences between them? Now please fill in the given chart in groups of 4.Show the following on the screen.Conjunctions Noun Clauses Attributive ClausesWhose Only refer to a person Refer to a person or athingWhom Can’t be omitted Can be omittedWhich Can’t be omitted Can be omittedThat Can be omitted in the Can be omitted。

选修八第一单元UNIT-1-LAND-OF-DIVERDITY-CALIFORNIA--课文知识点-翻译

UNIT 1 LAND OF DIVERDITYCALIFORNIA加利福尼亚California is the third largest state in the USA but has the largest population.加利福尼亚是美国的第三大州，而且是人口最多的州。

It also has the distinction of being themost 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。

The custom and languages of the immigrants live on in their new home.这些移民的风俗习惯以及语言在他们的新家都得以延续。

This diversity of culture is not surprising when you know the history of California当你了解了加利福尼亚的历史后，你就不会对此感到惊讶了。

. NATIVE AMERICANS美洲土著人Exactly when the first people arrived in what we know as California, no one really knows.最早的一批人具体是在什么时候来到我们现在所知道的加利福尼亚地区的，谁也说不清楚。

However, it is likely that Native Americans were living in California at least fifteen thousands years ago.然而，很可能至少在15 ,000年以前美洲土著人就住在加利福尼亚了。

Scientists believe that these settlers crossed the Bring Strait in the Arctic to America by means of a land bridge which existed in prehistoric times.科学家们认为，这些迁居者通过一条史前时代曾经存在的大陆桥穿越北极地区的白令海峡到达美洲。

高考英语总复习(自主学习+即学即练)Unit1 A land of diversity精讲课件新人

选修(xuǎnxiū)8
Unit 1 A land of diversity
第一页，共23页。
1．It also has the distinction of being the most multicultural state in the USA.(p.1) 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。 ►词语归纳 distinction 差别；区分(qūfēn) distinct 清楚的；明显的 distinctly 清楚地；明显地
(2)我们指定她当我们的教练。 _S__h_e_w_a_s_m__a_r_k_ed__o_u_t_f_o_r_o_u_r_c_o_a_c_h_. ____________________ ___________
第十三页，共23页。
5．It's a 79 km roundtrip that takes_in all the famous tourist spots.(p.8) 这是一次往返共79公里的旅行，它覆盖了所有著名的旅游景点。 ►词语归纳 take in 吸收，吸引；收留(shōuliú)，留宿；包容，理解；欺骗 take away 拿走 take back 收回(话等) take it easy 别急
第九页，共23页。
完成下列句子。 (1)_T__h_e_m__a_jo_r_i_ty__o_f_p_e_o_p_l_e(大部分人) seem to prefer TV to radio. (2)多数人赞成(zànchéng)这个建议。 __T_h_e__m_a_j_o_ri_t_y_w__e_re__in__f_av_o__u_r _o_f_t_h_e_p_r_o_p_o_s_a_l.______ (3)He was elected__________________(以多数票)．

高中英语 Unit1 A land of diversity 第4课时导学案新人教版选修8

高中英语 Unit1 A land of diversity 第4课时导学案新人教版选修8Unit1 A land of diversity第4课时导学案新人教版选修8【学习目标】阅读旅游日记【重点难点】掌握快速阅读旅游日记的方法及策略【学习内容】Step1 fast reading1 On which day did the writer visited Chinatown?A、 Monday12th, JuneB、 Sunday11th, JuneC、 Tuesday13th, JuneD、 Wednesday14th, June2 How did the writer reach the top of the hill on which he got a spectacular view of San Francisco Bay and the city?A、 By cable carB、 By tramC、 On footD、 In a helicopter3 Why did the writer feel exhausted on Monday12thJune?A、 Having done so much sport exercises、B、Having done too much sightseeing at Fisherman’s Wharf、C、 Having Spent so much time at Chinatown、D、 Having carried so many luggage and taken so many photos、4 In order to save some money, what did thewriter do during the day of13thJune?A、 Driving his car、B、 Sight-exploring on foot、C、 Buying a bike for touring、D、 Teaming up with a couple from the same hotel、Step2 : Careful readingParagraph1MondayFill in the blanks with words in the passage、______straight to hoteland______luggage, then went __________Rode on____________________Visited _____________________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?Paragraph2(2)Tuesday_________________ a couplefrom hotel and _______ a car、Spend all day________________In evening, went to ____________Answer the questions:1、Why did George hire a car? Why do you think he joined up with Terri and Peter?2、 Name three things that visitors can do in Chinatown、Paragraph3WednesdayTook ferry to_______________and had a good viewof__________________________Visited the __________Answer the questions:What is Alcatraz Island famous for?课堂小结与反思: 快速阅读旅游日记的方法及策略旅游日记类阅读练习（A）When you visit Taiwan, Green Island is a wonderful place not to be missed、 Green Island , with clear blue water around it, is an island in the Pacific Ocean,33 kilometers east of Taitung、 The old name for Green Island was Huoshandao, meaning "fire-burning island"、The island got its name because people on the island used to set up fires at night to help people who went fishing home、 Another story goes that in the Qing Dynasty there was a fire and most of the islands trees and grass died、The coastline (海岸)of the island is only20 kilometers long, the tallest mountain is only281 meters high and the island is only15 km2, but it is attracting a growing number of tourists、Green Island has a lot of interesting that makes it a place where people like to go: seaside, a clear white beach, green grasslands, seawater, hot springs, beautiful undersea sights, and a great many plants and animals、Another thing of Green Island that people are interested in is its rocks in different shapes、 "Sleeping Beauty" and "Pekinese Dog" are the two most strangely shaped ones、 There are also other interests with one cannot miss、 The green hills, blue sea, clear sky, and ocean gentle winds make a "must " for you、1、From the article we know Green Island is 、A、 very largeB、281 meters longC、 in the Indian OceanD、33 kilometers from Tai tung2、 According to the two stories, people on the Green Island used to________ 、A、 meet a lot of visitorsB、 set fire to get warmC、 make a living by fishingD、 cut down too many trees and grass3、 The sight "Pekinese Dog" is ______ on Green Island、A、 a cute living dogB、 a rock like a dogC、 a dog-shaped plantD、 a dog of "Sleeping Beauty"4、 The last passage is mainly about the ______ of Green Island、A、 sightsB、 historyC、 peopleD、 culture (B)Welcome to our9-day traveling program、Well provide you with a wonderful traveling experience in China、 Day1 Beijing Begin the day with a visit to Tiananmen Square Beijing Visit the Summer Palace，one of Chinas largest and best-kept imperial gardens、 Day4 Beijing Xian Visit the2200-year-old Terracotta Warriors of Chinas first emperor，Qin Shihuang、 Day7 Shanghai Fly to Shanghai、Visit the beautiful "Waitan"、There are many beautiful oldbuildings in the style of early20th century Europe、 Day8 Return home Go to the airport and take the plane toreturn home、根据短文内容，选择最佳答案。

【预讲练结四步教学法】英语人教版必修UnitTheMillionPoundBankNote讲读

【预讲练结】人教版必修三Unit 3 The Million Pound Bank Note讲读ⅠWarming up1. Here are some famous American novels. Do you know anything about the novels, including the author and the content of them?2. Can you recognize the man in this picture? Who is he? What are the characteristics of his writings?ⅡPre-readingHave you ever read a novel entitled “The Million Pound Note” or seen a film with the same title? Can you say something about the story?The two pictures below are taken from the film. Can you guess the relationship among them?ⅢWhile-readingScamming1. What is the main idea of the passage?___________________________________________2. Read the passage quickly fill in the blanks with proper words.Careful reading :Answer the following questions according to the passage.1) Why is Henry lost in London? How did he get there?__________________________________________________________2) How many questions do the brothers ask Henry? What are they? What is the concern of the brothers?___________________________________________________3) Can you imagine what happened when Henry went to the American Embassy? Give your reasons.____________________________________________________4) Why do you think that the brothers chose Henry for their bet?____________________________________________________5) Can you guess why the brothers do not permit Henry to open the letter until 2 o’clock?_____________________________________________________6) What kind of person do you think Henry is?__________________________________________________________7. What kind of person do you think the brothers are?________________________________________________________ⅣPost-reading1. Read the text carefully again and choose the best answers.1). Why did the brothers make a bet?A. They wanted to make fun of Henry.B. They wanted to rob Henry of some money.C. To see whether a man could survive with a million pound bank note a month in London.D. They wanted to make Henry their son-in-law.2). Why did Henry wander in London streets?A. He was visiting an old friend.B. He was a citizen of LondonC. He was on businessD. He landed in Britain by accident without money.3). What kind of person was Henry Adams?A. BraveB. ShyC. HonestD. Rich4). How did Henry feel when he got a letter from the brothers?A. AngryB. HopefulC. SurprisedD. Worried5). Why does Oliver clap his hands saying “what luck”?A. Because Henry is the very person they want to find.B. Because Henry is rescued at sea by a British shipC. Because he has made a lot of money.D. Because Henry has no friend.2. Read the statement below after reading Act 1, Scene3. Write “F” if it is a fact; write “O” if it is an opinion.1).Heny wants to find a job in London.2).Henry is given an envelope by two brothers.3).Henry is unlucky young man.4).The servant is called James.5).Henry is foolish to go and meet the two brothers.3. Reorder the following jumbled sentences.A. The brothers gave him a letter.B. Henry wandered in London streets.C. About a month ago Henry Adams was sailing out of the bay.D. The next morning he was spotted by a ship.E. Towards nightfall he found himself carried out to sea by a strong wind.F. On the ship he earned his passage by working as an o unpaid hand.4. Choose the best word to fill the passageHenry was an 1)________. One day he had an accident in a 2)________. Luckily, he was rescued by a ship to 3)_______. He arrived in London by earning his passage without 4)________. The he was lost in the street in 5)________. To his surprise, an unbelievable thing happened to him. Two rich 6)________ gave him a 7)_______ containing a million 8)_______ note. But he was told not to open the letter 9)_______ two o’clock. Henry promised that he would do as he was told and then said 10)__________ to the two brothers.答案：While-reading：Scamming:1. The text is a story about an American businessman who is lost in London but is lucky enough to be invited to a big house by two rich brothers and given an envelope with a million pound bank note in it by them who have made a bet.2. 1) sailing 2) carried 3) spotted 4) London 5) lost 6) called 7) letterCareful reading:1). It was his first trip to London. He was spotted and brought to London by a ship by working as an unpaid hand after being carried out to sea by a strong wind.2). Three.What about his plans, what about his job in America and how much money he has.3).He received no help.He was not anxious and hungry and eager for a job if the American Embassy offered him help.4).Because they think Henry is hardworking, honest and penniless.5).They are afraid that Henry will refuse the bank note.6).He is proud, honest, hardworking and careless.7). They are rich, incredible, trusting and have good judge of character.Post-reading1. CDCCA2. 1) F 2)F 3)O 4)F 5)O3. C-E-D-F-B-A4. 1) American 2) bay 3) London 4) pay 5) rags 6) brothers 7)letter 8) pound 9) until 1) goodbye。

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【预讲练结】人教版选修八Unit 1 A land of diversity练习(时间：90分钟满分：110分)第一部分阅读理解(共两节；满分30分)第一节(共10小题；每小题2分，满分20分)阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项。

ACalifornia's complex and dynamic transportation system is in part both the cause and the result of the restless mobility of Californians, who tend to move and travel frequently. There is one of the greatest concentrations of motor vehicles in the world and the most extensive system of multilane freeways in California. However, freeway construction has declined since the 1970s because of public opposition.Light rail transit systems were largely discontinued in California cities after World War Ⅱ. However, because of increasing traffic congestion (拥塞), many have been reintroduced or newly constructed. The Bay Area Rapid Transit (BART) system in and around San Francisco was constructed in the early 1970s and expanded in the following decades in response to growth in remote areas. A San Diego trolley (无轨电车) system, first built in the late 1970s as a link to the Mexican border, was extended in the late 1980s. Work on a subway system in Los Angeles began in the early 1980s. By 2003 a network of light rail lines ran through the city. Now there are rail links between downtown Los Angeles and many remote areas, including major tourist sites, airports and beaches. With an ever-growing population, more attention was paid to the development of mass transit systems, such as the light rail and the subway, in California in the early 21st century.The transport of goods in California is carried out mainly by trucks, but the canals and waterways are also used to transport goods. Shipping across the Pacific basin is centered at the Long Beach, Los Angeles ports, whose cargo (货运量) is several times greater than that handled by the Oakland, San Francisco, and Richmond ports in northern California. Long Beach is one of the world's most important cargo ports.Air transport in California has increased greatly. The air lines connecting San Francisco, Los Angeles, and San Diego create greater traffic than those linking Washington, D．C., New York City, and Boston on the East Coast. Air traffic congestion has become critical, but not so serious as that of the ground traffic near major California airports.语篇解读加利福尼亚州拥有繁忙的交通运输网路，它的公路交通、轻轨、地铁及空中交通都非常发达。

1．Which of the following would be the best title for the text?A. The History of California's Transport SystemB. An Introduction to California's Transport SystemC. Why Californians Tend to Move and Travel Frequently?D. How California's Transport Develops So Quickly?答案与解析B主旨大意题。

文章主要介绍了加利福尼亚州的交通运输系统，包括地面交通、水上交通、空中交通等。

故选B项。

2．Why has the freeway construction in California slowed since the 1970s?A. Because the public are against the construction.B. Because the government can't collect enough money.C. Because the public believe light rail transit systems are better.D. Because there are increasing traffic jams on freeways.答案与解析A细节理解题。

根据第一段最后一句“However, freeway construction has declined since the 1970s because of public opposition.”可知，自20世纪70年代以来高速公路的发展慢了下来的原因是公众的反对。

3．From the passage, we can know that California's light rail transit systems ________.A. were greatly developed after World War ⅡB. were mainly used to link downtown and remote areasC. began to be reintroduced in the late 1980sD. won more attention in the early 21st century答案与解析D细节理解题。

根据第二段最后一句“With an evergrowing population, more attention was paid to the development of mass transit systems, such as the light rail and the subway, in California in the early 21st century.”可知，21世纪初期轻轨获得了较多的关注。

4．Which of the following events took place in the 1980s?a. A network of light rail lines ran through the city.b. A San Diego trolley system was first built.c. A San Diego trolley was extended.d. A subway system in Los Angeles began to be built.A. abB. acC. cdD. bd答案与解析C细节理解题。

根据第二段第四、五句“A San Diego trolley system ... was extended in the late 1980s. Work on a su bway system in Los Angeles began in the early 1980s.”可知，c、d两项都发生在20世纪80年代。

BVisiting the Statue of Liberty National Monument (纪念馆) and Ellis Island can be a rich and worthwhile experience for anyone interested in US history in general.General FactsOpened on January 1, 1892, Ellis Island became the nation's most important federal immigration station, and was in operation until 1954. 12 million immigrants, travelling by steamship, came to the station to enter the United States. The main building was rebuilt after 30 years of being no longer used, and opened as a museum on September 10, 1990.For TeachersMany school groups are welcomed to the Statue of Liberty and Ellis Island every day. In order to preserve and protect the site and guarantee visitor safety, we ask that the following rules and regulations be obeyed during your visit.►There must be one teacher or adult to accompany for every ten students.►Food and drink may not be consumed anywhere within the statue and only in chosen areas in the Ellis Island Immigration Museum.For KidsThis self-guided program gives children the opportunity to learn about Ellis Island and the nation's heritage (遗产) and become Junior Park Rangers (管理员). The activity booklet (小册子) will take children through the historic immigration station, where they learn the importance of protecting and preserving this national monument. The booklet takes about one hour to complete and is available free at the Information Desk. Then the new Junior Park Rangers can ask ParkRangers how they can help preserve America's heritage.Getting ThereTo get to the Statue of Liberty and Ellis Island, you can take a ferry from Battery Park in Lower Manhattan. Purchase round-trip ferry tickets at Castle Clinton National Monument in Battery Park.Operating Hours and SeasonsCurrent Hours: 9：30 a．m. to 5：15 p．m. Hours are adjusted seasonally. The Statue of Liberty and Ellis Island are open daily except December 25.FeesEntrance Fees: noneThe Statue of Liberty and Ellis Island Ferry Fees$4.50 — children 4-12$11.5 — ages 13＋$9.50 — seniors 62 and over语篇解读本文是应用文。