选修八unit 1 A land of diversity

BOOK 8 Unit 1 A land of diversityPeriod 1 Warming up and ReadingTeaching goals1.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.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.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 ?2) Why is the USA called a melting pot?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 to California in large numbers.Step 5 Post-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 Language pointsTeaching aims:1.Learn expressions and phrases.2.Learn language points.Teaching methods:Presentation and practiceTeaching proceduresStep 1 RevisionRetell the passage and finish a summary of this passage.Step 2 phrasesStep 3 Language points1. 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3.multi-前缀，是“多，多方面，多方向”的意思mono-前缀：one, single 单e.g.: a monolingual dictionary(单语词典)bi-前缀：two, twice, double双e.g.: 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.3) Have you anything to declare.5.Keep up:保持,坚持,持续The rain kept up for two days and the roads were flooded.Step 4 Exercises: translation1.我就是想不起他的名字.(occur)2.他宣称他是正确的.(declare)3.鼓起勇气,成功就属于你.(keep up)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) Step 5 HomeworkReview the language points.Period 3 GrammarTeaching aims1.Enable the students to use the Noun Clauses as the subject, object, predicative andappositive.2.Help the students learn how to use the Noun Clauses.Teaching important and difficult pointsDiffer the noun clauses.Teaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PreparationAsk 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 DiscussionAsk the students to differ the Noun Clauses as the subject, object, predicative and appositive.Step 3 Analysis1)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.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.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.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.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.Step 4 Practice1)Exs.3&4, Students Book P52)Make sentences using noun clauses as the subject, object, predicative and appositive.Step 5 HomeworkReview what we have learnt today.Period 4 Listening and speakingTeaching 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 gistonly. Read Ex1 on page 6 with students so that they know what to listen for and play the recording right through without stopping.4 Geographic areas of California2 Where G eorge’s tour started3 California not as George expected1 Where George is now5Californian people2.Read the postcard on page 6 with students and ask them to recall the missinginformation. Then play the tape right 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 what I have seen in _American movies_ . Not everyone is ___rich__ and not everyone lives near the__beach/coast_. First traveled southeast through richfarmland then to the central part. They grow everything here including cotton, nuts, vegetables and fruit. Cattle too. Then traveled further _southeast_into mountains 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.Yours,George3.Tell the students that when they listen to this time they are to focus on whatChristie, 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.Partner A: Talk about where the place is, what the climate is like, what youthought about the people, and any other interesting things you saw or did.Partner B: Encourage your partner to talk by asking questions and makingcomments.Step 3 HomeworkWrite a short passage about the place they have visited recently.Period 5 Using Language--readingTeaching 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 students’ 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-inI.Look at George’s photos. Then quickly read George’s diary. Write the days hesaw these things under the photos.II.Read George’s diary more slowly and answer the questions.1.Why did Andrew Hallidie invent the cable car system?He invented the cable car system because the horse-drawn trams used before were unsafe.2.Where did George eat lunch on his first day in San Francisco?He ate at Fisherman’s Wharf.3.Why did George hire a car? Why do you think he joined up with Terri andPeter?It was cheaper to hire a car with other people because they could share the cost. Also he probably enjoyed being in the company of other tourists. three things that visitors can do in Chinatown.Eat in Chinese restaurants, go to markets, visit temples and museums.5.What is Alcatraz Island famous for?The island used to be a very harsh prison for the most dangerous prisoners. III. 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.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 HomeworkRead the passage againPrepare for the diction of the useful words and expressions of this unitPeriod 6 WritingTeaching goals1．Enable the students to take an active part in searching for information and discussion.2．Enable the student to writ a short group essay about a city, province or zone in China and improve the students’ ability of writing.3．Enable the students to share their essays with other groups.Teaching important and difficult pointsHow to organize and write a short essay about a city, province or zone.Teaching methodsResearch, cooperative learningTeaching aidsA computer or some picturesTeaching procedures:Step 1 Discussion1.Get the students to discuss with the other members of their group which Chinesecity, province or zone they want to write about.2.Get the students to discuss their choices with other groups and make sure that eachgroup will be writing about a different place.3.Once the students have decided on a place, ask them to discuss what topics theywill write about and in what order they will write about them.Step 21.Get the students to give each person in the group one of the topics from the list towrite a paragraph about.2.Get the students to decide what they want to write in concluding paragraph. Itshould make a common on the future development of this place.3.Ask the students to write a clean copy of the whole essay.Step 3 SharingMake a wall display or a class booklet containing the essays from every group.。