Unit 一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 on the 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。
高中英语《Unit 1 A land of diversity》优质课教案、教学设计
教学设计：1.知识目标①通过听A Holiday in California 了解加利福尼亚州的地理，历史，文化风土人情。
②掌握本篇文章中出现的重点词汇，短语和句式表达。
2.能力目标①培养训练学生的听力方法和技巧快速获取文章大意抓取信息和处理信息的能力。
②运用所学词汇组织语言，口头表达及写出文章。
3.情感价值观了解California 概况，激发学生对英语的学习兴趣。
4.教学重点，难点教学重点：听说写能力的培养和技巧的训练，快速找出主旨大意，获取相关信息。
培养学生获取信息，处理信息，分析问题和解决问题的能力。
教学难点：引导学生运用所学词汇和短语进行对话重组，进一步写作。
5.教学方法1）任务型教学法（Task-based teaching method）。
读之前，教师设定听说写的任务，学生在听的过程中思考，分析，讨论，最终解决问题。
最后通过任务的完成而实现对所学知识的意义建构。
2）多媒体辅助教学法。
把有关加利福尼亚的文本，图片等信息融合在课件中，发挥学生的多种感官作用，激发学生学习兴趣，提高学习效率。
6.教学过程设计Step 1 Warming-up and Lead-inStep 2 ListeningStep 3 SpeakingStep 4 Writing7.具体教学步骤教师通过一首California 歌曲导入，要求学生听完填空，从而了解关于“加利福尼亚”的信息，使学生迅速的进入学习状态。
California 歌手：Mindy GledhillHave you been to California 你曾去过加利福尼亚州吗?Seen the and people there 看到那里的景象和人Walked the streets of sea towns 在宁静的沿海小镇的街道散步Tasted ocean air 尝着咸咸的海洋空气Once I flew to New York City 有一次我飞到纽约Took my picture in Times Square 在时代广场照了相Soho nights and Broadway lights Soho 区的夜晚和百老汇的灯光Such a you weren't there 多遗憾你不在这里your bags and lock your door 收拾起你的包锁上你的门I'll take you places you've not been before 我将带你去一个你从未去过的地方All I've ever to do is 我曾经很想做的是Travel through this life with you 和你旅游走过这生Make your way to London, England 前进去伦敦，英格兰吧Paris, France is also nice 法国巴黎也很好Ooh la la, when people say hello 噢啦啦，当人们说你好They kiss your three times 他们多次亲吻你的脸颊Pack your bags and lock your door 收拾起你的包锁上你的门I'll take you places you've not been before 我将带你去一个你从未去过的地方All I've ever wished to do is 我曾经很想做的是Travel through this life with you 和你旅游走过这生Monte Carlo is 蒙特卡洛在等候着Bombay intoxicating 孟买令人陶醉的The sky in Bora Bora is 波拉波拉岛的天空The color of your eyes 是你眼睛的颜色Pack your bags and lock your door 收拾起你的包锁上你的门I'll take you places you've not been before 我将带你去一个你从未去过的地方All I've ever wished to do is 我曾经很想做的是Travel through this life with you 和你旅游走过这生Pack your bags and lock your door 收拾起你的包锁上你的门I'll take you places you've not been before 我将带你去一个你从未去过的地方All I've ever wished to do is 我曾经很想做的是Travel through this life with you 和你旅游走过这生With you 和你一起George (G) is on holiday in the United States. He is touring around California. Listen to him phoning home to talk to his friend Christie (C) and fill in the blanks.C: Hello.G: Hi, Christie. It’s me, George.C: Gosh, George! are you?G: In Joshua Tree National Park.C: Wow, where’s that?G: It’s in California.C: Lucky you! What are you doing down there?G: Well, I in northern California and I’ve been traveling .C: Cool. So how’s the been?G: Jolly good. There’s so much to see and it’s nothing like I imagined.C: Really?G: Yeah. I expected everyone to live the beach in big houses, and I thought everyone here would be .C: (laughing) Just as I thought. You’ve watched too many American !G: I know, and they can give you the idea!C: So, tell me, what’s it really like?G: Well, some people live near the ; but further east, in the central part, is a valley where they grow all sorts of things like cotton, , nuts and fruit, oh lots of things. And lots of cattle.C: Mmm, sounds . What other scenery is there?G: Well, if you go southeast, you come to mountains and desert. That is really spectacular.C: Sounds fantastic! So you’re in the desert at the ?G: Yes, that’s right. It’s very hot and very different from the of California.C: I wish I could see it for . What are the people like?G: Well, I didn’t realize there were so many different and cultures here.C: Such as?G: Well, there are and Americans of course, and lots of Asians. And about a of all Californians are Hispanic.C: Hispanic?G: People whose came from Spanish speaking countries in South America.C: Oh I see.G: So there’s a huge difference in and the way people . Lots of different art, different types of , music, food and anything else you can of.C: Sounds great. And what about …?1.Where did George’s tour start and in which direction has he been traveling?2.What surprised George about California?3.Why did George have the wrong idea about California before he went there?4.Why are there so many different kinds of music, food and art in California?Dear Christie,I'm here in Joshua Tree National Park, in . Have been travelling around the state of California for three weeks now. Very different from what I have seen in .Not everyone is and not everyone lives near the . First travelled southeast through rich farmland then to the central part. They grow everything here including , , , and fruit. Cattle too. Then travelled further into mountains and .Californians are very friendly, and they are from many different and cultures. Every culture has its own , ,food and art. Most interesting.Wish you were here. Give my love to Paula.Yours,GeorgeStep5. Read the questions and expressions below. There are different ways for a speaker to encourage someone else to talk. Christie uses some of them to find out more about George's tour. Listen to the tape again and underline the questions and expressions that Christie uses.In pairs hold a telephone conversation about a place you have visited recently. Try to use the expressions above to indicate that you are listening carefully to your partner.★Stand back to back with your partner.★ 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.★Swap roles: Partner B tells Partner A about his/her visit.Imagine you are on holiday on the Great Wall. Write an email or a postcard to a friend to introduce it.内容要点：1.历史: 有两千多年的历史。
高中英语《Unit 1 A land of diversity reading California》优质课教案、教学设计
人教版高中英语选修8 Unit 1 A land of diversity 教学设计Unit 1 A land of diversityReading CaliforniaI.教学内容分析单元话题和结构本单元主要围绕具有多元文化的美国这一主题展开，重点介绍了加利福尼亚的多元文化特征，使学生对加州移民有深入了解并认识到“美国是民族的熔炉”。
通过本单元学习，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基础。
II.Teaching Goals:1.To review what Ss have already known about California?2.To develop Ss’ some basic reading skills.3.To arouse Ss’ interest in learning about the history of people in California.4.To help Ss learn the huge diversity of races and cultures in America, especiallyin California.教学重点和难点1.教学重点(1)本单元教学目的和要求中的生词和短语；(2)了解加利福尼亚移民的特点以及加州的人文、历史等。
2.教学难点(1)了解美国文化的多元化特征，培养学生跨文化交际的意识，提高他们自身的素质；(2)学会使用“方向和位置”来介绍一个地方或描述一个事件，以及鼓励别人说话的方法；(3)学写有关介绍国家或城市等的说明文。
III.Teaching Procedures:Purpose: To get Ss to know how to skim for the gist.To get Ss to know the brief history focusing on the settlement of the state of California.To let Ss learn how to organize an expository writing.1.L ead-inPurpose: To arouse students’ interest in the text and encourage Ss to imagine the content of the text.Ask Ss to listen to the brife introduction about USA and finish the quiz.2.FastreadingPurpose: To get a brief understanding of the text.(1)Ask Ss to look through the text quickly. Then ask them to divide the passage into three parts according to the main idea of each part.Part 1（）Brief introduction to California.California is the largest state with the largest in the USA.It’s also the most state because of its history.Part 2（）When and why people from different countries moved to California.Part 3（）The future of California.(2)Ask Ss to read the text again and work in pairs and finish the three tasks.Task 1 Read the para 2&3，fill in the blanks.※Native Americans1.Living in California2.They crossed the Bering Strait to America by means o f a .3.in the 16th century: Native American skilled by Europeansforced into slavery died from the diseasesurvived the terrible times16th century18th centuryIn 1821In 1846Task 2 Read the para 4&5,then complete the T or F1.In the early 1800s, Russian hunters began settling in California.2.In 1848, before the American-Mexican war, gold was discovered in California.3.A lot of adventurers achieved their dream of becoming rich.4.California became the thirty-first state of the USA in 1850.Task 3 Read the para6-9,fill in the ter ArrivalsPart 3 The future: It will become a mixture of many races and cultures.※Summary （知识建构）California is the most state in the USA. The first settlers arrived in California by of a land bridge. In the 18th century, California wasby Spain, which had a deep effect on California. In 1848, gold was discovered in California, and the dream of becoming attracted people from all over the world. In the 1860s the building of the brought more Chinese there. In more recent decades, California has become to more people from Asia. Attracted by the climate and the , many people still to California. In the near future, California will become a mixture of many and cultures without any major racial or cultural groups.※巩固训练Check the new words and phrases in the reading.继续存在用...办法；通过习惯新的生活方式、工作等坚持；维持选择；选举；决定做某事大多数；大半※精讲点拨means n．手段；方法(单复数相同)eg.All possible means have been tried, but not a means has worked.所有可能的方法都尝试过了，但是没有一种方法奏效。
Unit 1 A land of diversity 教案备课讲稿
U n i t1A l a n d o f d i v e r s i t y教案Unit 1 A land of diversity 教案Period 1 ReadingTeaching goals1. Ability goalsEnable the students to talk about the history of California.2. Learning ability goalsEnable the students learn how to talk about the history of California.Teaching important pointsEnable the students learn how to talk about the important events in Californian history. Teaching difficult pointsEnable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer, a projector and some pictures.Teaching procedures & waysStep Ⅰ Lead-inIntroduce some knowledge about American flag, The White House, The Statue of Liberty to students.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.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.Ask students to complete the passage about what they have learned about America. The USA lies in _________________, bordering both the ________ Ocean andthe _______ Ocean, between ________ and ________. There are _____ states inthe US. Forty-eight of them are in the single region, while _______ and _______are not contiguous with any of the other states.Keys: the North American, Atlantic, Pacific, Canada, Mexico, fifty, Alaska, Hawaii Step Ⅲ Pre-reading1. Ask students if they have a chance to go to the USA, where they prefer to visit, California or Washington DC or other cities and the reason.2. Show students some beautiful pictures of California.3. Introduce some knowledge about California to students.4. Show students three pictures on page 2, 3 and ask them to think about “How is each picture relevant to the history of California?”Native Americans— one of the first people to live in California.Gold miners — the discovery of gold in California created a gold rush which brought people from all over the world to California.A building in Chinatown, San Francisco — Many Chinese have settled in California and many of them live in Chinatown in San Francisco.5. Ask students to finish the quiz about California.Step Ⅳ ReadingSkimmingIn this part, the students will read the text again and try to get the main idea.The text is about the brief _______ of California, which focuses on the settlement of the state. historyCareful Reading1. Ask students to read the text carefully and fill in the blanks. Show the form with blanks on the screen.CALIFORNIAKeys:15000, land bridge, slavery, Europeans, 16th, religious, hunters, Russian-Americans, gold, Europe, Gold Rush, fishermen, Denmark, Jewish, farmers, 1800s, ship, Asia, Indians, computer2. Ask students to do the True or False exercise.1 California is the third largest state in USA but has the largest population.2 In 1848, before the American-Mexican war, gold was discovered in California.3 The native people suffered greatly after the arrival of Europeans in the 16th century.4 Over 40% of Californians speak Spanish as a first language.5 In the 1800s, Russian hunters began settling in California.6 A lot of people rushing for gold lost their lives or went back home, but most of them remained in California to make a living for themselves in the new towns or on farms.7 Compared with the period of gold rush, less Chinese immigrate to California during the period of building the rail network from the west to the east coast.8 By the 1920s, the film industry was well established in California.9 It is the computer industry since its beginning in 1970s that has attracted Indiansand Pakistanis to California.10 With more immigrants coming to California now and then, it is believed that before long there will be a even greater mix of nationalities in this state.Keys: TFTTTTFTTTStep V DiscussionAsk students to discuss:Why is California such a multicultural community? What problems do you think might arise?Step VI HomeworkAsk the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.Period 2 Language pointsTeaching goals1. Target language重点词汇和短语population, means, majority, mix, nationality, by means of, fight against, make a life, keep up重点句子Exactly when the first people arrived in what we now know as California, no one really knows.However, it is likely that Native Americans were living in California at least fifteen thousand years ago.That is why today over 40% of Californians speak Spanish as a first or second language.Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the rail network from the west to the east coast that brought even larger numbers to California in the 1860s.In more recent decades, California has become home to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.2. Ability goalsEnable the students to master the language points in the reading part.3. Learning ability goalsHelp the students learn the use of the important words and expressionsTeaching important pointsGet the students to master the important words and phrases.Teaching difficult pointsGet the students to understand the sentences.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰwords and phrases1. California is the third largest state in the USA but has the largest population.population(1) 对人口提问用what, 不用 how many, how much。
新课标人教版选修八 Unit 1 A land of diversity教案
Unit 1 A land of diversityPeriod 1 Warming up and Reading Teaching Aims:1.Enable the students to talk about things aboutCalifornia.2.Help the students learn the huge diversity of races andcultures in America, especially in California. Procedure:Step 1 Warming up.1.Ask the students to describe what they learn about theUSA.2.Group work: look at the map of the USA with yourgroup. Write on the map the names of as many of the following as you can. Compare your names with other groups.Answer key:Ocean on the east coast: Atlantic OceanOcean on the west coast: Pacific OceanCountry to the north of USA: CanadaCountry to the south of USA: MexicoMountain range in the west: Rocky MountainsGreat Lakes: Superior, Michigan, Huron, Erie and OntarioLongest river in the USA: Mississippi RiverSome important cities: New York, Washington D C, LosAngeles, San Francisco, NewOrleansStep 2 Pre-reading1.Ask the students to tell things about Californiaincluding its location, size, population, economy,history etc. What do you learn about California?2.Ask the students to see pictures and encourage studentsto say what each picture is about.3.Picture 1 : Life of Native Californian IndiansPicture 2: A Californian gold miner around 1849Picture 3: A traditional Chinese building in SanFrancisco’s ChinatownStep 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 greatdifferences —differences in climate, in landscape and attitude.3.Beside each date note down an important event inCalifornian history. Do EX1 on page3in the book.Step 4 Detail readingBeside each cultural group, write the period in which they first came to California in large numbers. Do EX2 on page3 in the book.Step 5 Post-reading1.Do exercise ii on page 3 in YINGZAIKETANG.2Ask Ss to sum up how to write a similar essay .Step 6.Homework (1 minute)1.Do exercise iii on page 3 in yingzaiketang.2.preview the language pointsReflection after teaching:1Period 2 Language Points （1）Teaching Aim:Learning the use of words and expressions on page 3--7 in Yingzaiketang:Procedure:Step 1 Learn item 1.4.5.6.11 (20minutes)1. Ask students to learn their usage . (8minutes ).2. Do exercise1.. on page 7 in yingzaiketang. (10minutes)3. Check the answers. (2minutes)Step2. Expressions . (15minutes)1.Learning the usages of the rest expressions in yingzaiketang: item 2.7.8.9.10.12. Ask them what are points.2.Remember the points by themselves in 7 minutes. Then make a survey.Step3. Test (5minutes)1. Do exercise IV 1-5 on page 8 in yingzaiketang. (4minutes)2. Check the answers. ( 1 minutes )Step 4. Homework.1. review what we learned2. do exercise II.III.ivV on P8 in Yingzaiketang: Reflection after teaching:Period 3 Language Points（2）Teaching Aim:1. check homework.2. Learning the use of words and expressions on page 9in Yingzaiketang:Procedure:Step 1. check homewor(15minutes)1. Ask students to show their answers to ExII.III.IV(2minutes)2.Ask Ss to give explanations if they have questions. Ifsome students have questions, I will ask other students to help them.3. Deal with the problems.Question: If your answers are all right, put up your hands.Step2.Learning (10minutes)Learn the use of suggest and occur in 4msTranslation1.他点头表明他同意了。
人教版高二英语选修8_Unit_1_A_land_of_diversity__全单元教案
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。
人教版高中英语选修8《Unit 1 A land of diversity》教案2篇
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。
Unit 1 A land of diversity全单元教案-推荐下载
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!
2
对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料电试力卷保相护互装作置用调与试相技互术通关，1系电过，力管根保线据护敷生高设产中技工资术0艺料不高试仅中卷可资配以料置解试技决卷术吊要是顶求指层，机配对组置电在不气进规设行范备继高进电中行保资空护料载高试与中卷带资问负料题荷试22下卷，高总而中体且资配可料置保试时障卷，各调需类控要管试在路验最习；大题对限到设度位备内。进来在行确管调保路整机敷使组设其高过在中程正资1常料中工试，况卷要下安加与全强过，看2度并22工且22作尽22下可22都能2可地护1以缩关正小于常故管工障路作高高；中中对资资于料料继试试电卷卷保破连护坏接进范管行围口整，处核或理对者高定对中值某资，些料审异试核常卷与高弯校中扁对资度图料固纸试定，卷盒编工位写况置复进.杂行保设自护备动层与处防装理腐置，跨高尤接中其地资要线料避弯试免曲卷错半调误径试高标方中高案资等，料，编5试要写、卷求重电保技要气护术设设装交备备4置底高调、动。中试电作管资高气，线料中课并3敷试资件且、设卷料中拒管技试试调绝路术验卷试动敷中方技作设包案术，技含以来术线及避槽系免、统不管启必架动要等方高多案中项；资方对料式整试，套卷为启突解动然决过停高程机中中。语高因文中此电资，气料电课试力件卷高中电中管气资壁设料薄备试、进卷接行保口调护不试装严工置等作调问并试题且技，进术合行，理过要利关求用运电管行力线高保敷中护设资装技料置术试做。卷到线技准缆术确敷指灵设导活原。。则对对：于于在调差分试动线过保盒程护处中装，高置当中高不资中同料资电试料压卷试回技卷路术调交问试叉题技时，术，作是应为指采调发用试电金人机属员一隔，变板需压进要器行在组隔事在开前发处掌生理握内；图部同纸故一资障线料时槽、，内设需，备要强制进电造行回厂外路家部须出电同具源时高高切中中断资资习料料题试试电卷卷源试切，验除线报从缆告而敷与采设相用完关高毕技中，术资要资料进料试行，卷检并主查且要和了保检解护测现装处场置理设。备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料电试力卷保相护互装作置用调与试相技互术通关，1系电过，力管根保线据护敷生高设产中技工资术艺料0不高试仅中卷可资配以料置解试技决卷术吊要是顶求指层，机配对组置电在不气进规设行范备继高进电中行保资空护料载高试与中卷带资问负料题荷试2下卷2，高总而中体且资配可料置保试时障卷，各调需类控要管试在路验最习；大题对限到设度位备内。进来在行确管调保路整机敷使组设其高过在中程正资1常料中工试，况卷要下安加与全强过，看度并22工且22作尽22下可22都能22可地护以缩1关正小于常故管工障路作高高；中中对资资于料料继试试电卷卷保破连护坏接进范管行围口整，处核或理对者高定对中值某资，些料审异试核常卷与高弯校中扁对资度图料固纸试定，卷盒编工位写况置复进.杂行保设自护备动层与处防装理腐置，跨高尤接中其地资要线料避弯试免曲卷错半调误径试高标方中高案资等，料，编试要5写、卷求重电保技要气护术设设装交备备置底4高调、动。中试电作管资高气，线料中课并敷3试资件且、设卷料中拒管技试试调绝路术验卷试动敷中方技作设包案术，技含以来术线及避槽系免、统不管启必架动要等方高多案中项；资方对料式整试，套卷为启突解动然决过停高程机中中。语高因文中此电资，气料电课试力件卷高中电中管气资壁设料薄备试、进卷接行保口调护不试装严工置等作调问并试题且技，进术合行，理过要利关求用运电管行力线高保敷中护设资装技料置术试做。卷到线技准缆术确敷指灵设导活原。。则对对：于于在调差分试动线过保盒程护处中装，高置当中高不资中同料资电试料压卷试回技卷路术调交问试叉题技时，术，作是应为指采调发用试电金人机属员一隔，变板需压进要器行在组隔事在开前发处掌生理握内；图部同纸故一资障线料时槽、，内设需，备要强制进电造行回厂外路家部须出电同具源时高高切中中断资资习料料题试试电卷卷源试切，验除线报从缆告而敷与采设相用完关高毕技中，术资要资料进料试行，卷检并主查且要和了保检解护测现装处场置理设。备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中资料试卷方案。
Unit-1-A-land-of-diversity-教案
Unit-1-A-land-of-diversity-教案Unit 1 A land of diversity 教案Period 1 ReadingTeaching goals1. Ability goalsEnable the students to talk about the history of California.2. Learning ability goalsEnable the students learn how to talk about the history of California.Teaching important pointsEnable the students learn how to talk about the important events in Californian history.Teaching difficult pointsEnable the students to explain the reasons why California is such a multicultural community in the 21st century.Teaching methodsSkimming, scanning and discussion.Teaching aidsA recorder, a computer, a projector and some pictures.Teaching procedures & waysStep Ⅰ Lead-inIntroduce some knowledge about American flag, The White House, The Statue of Liberty to students.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.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.Ask students to complete the passage about what they have learned about America.Keys:15000, land bridge, slavery, Europeans, 16th, religious, hunters, Russian-Americans, gold, Europe, Gold Rush, fishermen, Denmark, Jewish, farmers, 1800s, ship, Asia, Indians, computer2. Ask students to do the True or False exercise.1 California is the third largest state in USA but has the largest population.2 In 1848, before the American-Mexican war, gold was discovered in California.3 The native people suffered greatly after the arrival of Europeans in the 16th century.4 Over 40% of Californians speak Spanish as a first language.5 In the 1800s, Russian hunters began settling in California.6 A lot of people rushing for gold lost their lives or went back home, but most of them remained in California to make a living for themselves in the new towns or on farms.7 Compared with the period of gold rush, less Chinese immigrate to California during the period of building the rail network from the west to the east coast.8 By the 1920s, the film industry was well established in California.9 It is the computer industry since its beginning in 1970s that has attractedIndians and Pakistanis to California.10 With more immigrants coming to California now and then, it is believed that before long there will be a even greater mix of nationalities in this state. Keys: TFTTTTFTTTStep V DiscussionAsk students to discuss:Why is California such a multicultural community? What problems do you think might arise?Step VI HomeworkAsk the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.Period 2 Language pointsTeaching goals1. Target language重点词汇和短语population, means, majority, mix, nationality, by means of, fight against, make a life, keep up重点句子Exactly when the first people arrived in what we now know as California, no one really knows.However, it is likely that Native Americans were living in California at least fifteen thousand years ago.That is why today over 40% of Californians speak Spanish as a first or second language.Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the rail network from the west to the east coast that brought even larger numbers to California in the 1860s.In more recent decades, California has become home to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.2. Ability goalsEnable the students to master the language points in the reading part.3. Learning ability goalsHelp the students learn the use of the important words and expressionsTeaching important pointsGet the students to master the important words and phrases.Teaching difficult pointsGet the students to understand the sentences.Teaching methodsStudy individually, practice in groups.Teaching aidsA computer and a recorder.Teaching procedures & waysStep Ⅰwords and phrases1. California is the third largest state in the USA but has the largest population.population(1) 对人口提问用what, 不用how many, how much。
Unit 1 A land of diversity全单元教案 (2)
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!词汇1．四会词汇Strait distinct Arctic means majority ministry Catholic 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。
高中英语选修8 Unit 1 A land of diversity教案
Unit 1 A land of diversityⅠ.重要单词聚焦1．n．差别；区分；卓著n. 手段；方法2．n. 3．大多数；大半n. 苦难；困苦4．5．vt. 选择；决定做某事；选举某人n. ( 6．人口、贸易的)繁荣vi. 处于经济迅速发展时期distinctionmeansmajorityhardshipelectboom7．n. 地极；电极；磁极8．n. 申请人n. ．海关；关税；进口税9 vi. 10．发生；出现n. 牛(总称．11 )vt. ．指出；标示；表明；暗示12 n. 行李(〈美〉baggage) ．13(shaved；shaved，shaven) vt.& vi.刮；剃14．adj. ．15显而易见的；显然的；表面上的滑动；滑行；滑跤．16vi.poleapplicantcustomsoccurcattleindicateluggageshaveapparentslipn. 滑动；滑倒17．vt.& n. 租用；雇用adv. ．18 无处；到处都无n. 处罚；惩罚19．n. ．正义；公平20vt.& vi. 21．改革；革新n. 改革；改造；改良22．vt.& n. 抓住；抓紧；掌握；领会adj. ．感激的；感谢的23hirenowherepunishmentjusticereformgraspthankfulⅡ.重点短语扫描继续存在；继续生存live 1．……用of... ……．2by 办法；借助3．make a 习惯于新的生活方式、工作等4．keep 坚持；维持；沿袭(风俗、传统等)up with 与……．5 合作或一起工作画线；标出……界线6．mark7．Take 包括；吸收a great/good ．8 许多；很多onmeanslifeupteamoutinmany9．apply 申请；请示得到另外10．inone's dream 实现梦想11．欣赏风景the view ．12foradditionachieveadmire课文原句突破Ⅲ.Scientists believe that these settlers crossed the Bering Strait in the Arctic to America by means 1．of a land bridge which existed in prehistoric times.用某种办法，借助于某事物。