Unit 1 A land of diversity Period 1 Reading
课文注释 Unit 1 A Land of Diversity
Unit 1 A land of diversity(Notes to the texts)1 California加利福尼亚。
美国人口最多的州。
位于美国西部太平洋沿岸, 主要城市有洛杉矶、旧金山和圣地亚哥。
终年阳光明媚、气候温和, 是著名的旅游胜地。
2 Native Americans美洲土著人。
他们主要是印第安人。
在西方殖民者15世纪来到之前广泛分布于南北美洲各地。
学者一般认为, 他们的祖先是在上一次冰河期结束之前由亚洲大陆经由白令海峡迁徙来的, 在美洲已生活了一万多年。
3 Of the first Spanish to go to California, the majority were religious men who came to teach the Catholic religion to the natives. 在首批移居加州的西班牙人中, 大部分是来向土著人传授天主教的宗教人士。
Catholic religion天主教。
与东正教、新教并列的基督教三大派别之一, 亦称公教。
4 Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the railway from the west to the east coast that brought even larger numbers to California in the 1860s. 虽然中国移民在淘金热时期就开始到来了, 但是更大批量的移民却是在19世纪60年代为了修建贯穿美国东西海岸的铁路而来的。
the Gold Rush Period淘金热时期。
1848年, 在美国加利福尼亚的萨克拉曼多发现大金矿, 形成了著名的加利福尼亚淘金热。
两年内世界黄金产量倍增, 从此圣弗朗西斯科(San Francisco) 被中国移民称为旧金山。
人教版英语选修8 Unit1 A land of diversity--Period1
Unit 1 A land of diversityPeriod 1 A sample lesson plan for reading(CALIFORNIA)IntroductionIn this period, after the warming up,students will be guided to pre-readby discussing, read for forms, copyand make sentences. Then they shallread the text to transfer information.Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.ObjectivesTo help students understand the text’s forms and contents and learn about a land of diversityTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by talking about CaliforniaCalifornia is a state located on thewest coast of the United States. Itis by far the most populous state inthe U.S., as well as the mostphysically diverse, with the highestand the lowest points in the lower 48states located within 150 miles of each other. If California were an independent nation, it would have the fifth largest economy in the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is "The Golden State" in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.2. Pre-reading by discussingLook at the pictures on page 1. Discuss them in pairs.The famous Hollywood sign, a symbol of the city's world famous entertainment culture.Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration of high tech businesses.3. Reading for formsRead the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.Then how to learn collocations?•Be aware of collocations, and try to recognize them when you see or hear them.•When you learn a new word, write down other words that collocate with it.•Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.•Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.While going over the text, try to recognize the collocations, treat themas single blocks of language and copy them out into your Collocation Book.5. Transferring informationNow you are going to the text again to note down the most important events in the California history.6. Reading the text again to draw a diagram of it and retell the story in your own wordsMost texts have a three-part structure—introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.Type of writing and summary of CALIFORNIA7. Closing down by writing a history accountTo end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.。
[高中英语]Unit 1 A land of diversity全单元教案
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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。
Unit 1 A land of diversity
Unit 1 A land of diversitySection ⅠWarming up；Prereading，Reading & ComprehendingEast meets West in a unique blend of cultural characteristics in Macau, a destination on the southeast coast of China that holds particular appeal to the US travelers thanks to its accessibility, its dash of Western culture and much, much more.One peninsula and two islands comprise Macau，which may be tiny but is still greatly packed with attractions.Americans interested in innovative architectural wonder will marvel at Buddhist temples, Portuguese piazzas, colonial buildings, fortresses，Chinese gardens and many other spectacular sights.Travelers from the US should be cheered to learn that Macau is not a complicated destination to reach.One of the easiest ways to get there is to fly into Hong Kong and then hop on a highspeed ferry ride that will take you to Macau in under an hour.This way, you don't have to deal with customs.Another option is to fly to Shanghai and then take a twohour flight from there to Macau.Many visitors find that the steps they undertake to travel to Macau turn out to be well worth it once they're there.Formerly a Portuguese colony, Macau's historic center was designated as a living representation of the city's historic western settlement.Whether you're interested in walking, shopping, eating or learning about the area's unmatched heritage—which has earned it a designation as a UNESCO World Heritage site—Macau can provide the basis for a breathtaking andmost memorable trip.A diverse selection of shopping options waits the visitors to Macau, too, with wonderful jewelry, silk clothing and a wide series of electronics for sale at reasonable prices and the advantage of dutyfree sales.A trip to Macau is easy to plan.To get started，visit http：//v and make your reservations today for a special trip across the Pacific that you're not likely to forget.文章大意：位于中国的东南沿海兼有东方与西方文化特色的澳门，对游客有着特殊的吸引力。
Unit1 A land of diversity
Unit1 A land of diversityPart I My understanding of this teaching material1.Status and the functionThis unit explores 2 states in the USA in order to demonstrate the huge diversity of races and cultures in America. This reading passage plays an important role in the teaching of this unit because it focuses on the history of California—the most multicultural state in the USA. After learning the passage, ss are hoped to know the reasons for this diversity and have a better understanding of America.2.Teaching aims1)Knowledge aims: multicultural, diversity, distinction, by means of , words aboutplaces etc.2)Ability aims: meanwhile, I’ll try to enable them learn to talk about the history ofCalifornia.3)Emotional aims: After learning the passage, ss can know more about Americanculture and improve their awareness of cross-cultural communication.3.Teaching important and difficult pointsImportant point: how to help the ss talk about the great events in Californian history. Difficult point:how to help the ss explain the reasons why California is a multicultural state.Part II Teaching methods and studying waysPart III Teaching proceduresThen comes the most important part--the teaching procedure. As senior2 students, they are quick in thought and eager to show what they know, however, they are at different levels of English and sometimes lacking in the courage to express, so during the lesson, I designed many different activities in the following 5 steps to let all of them join in the class and I will try my best to encourage them and make positive assessment to let them taste the joy of success. Now, lets start fromStep1 Pre-reading (3 tasks ,7 mins)1.Brainstorming (individual)First, I’ll show some pictures about America on the screen and encourage the ss to talk about the pictures and say whatever they know about the country. This task is to stimulate their background knowledge and to arouse ss’ interest in the topic.2.Warming-up activity (pair work)Then they will be asked to look at a map of the USA, work in pairs and then write on the map the name of the oceans, countries, mountain ranges, lakes, rivers and big cities. This activity is designed to review what ss are already know about the geography of the united states and to focus on the position of California.3.Pre-reading activity(group work) After that, ss will be asked to look at thepictures in the reading passage, discuss in groups and then talk about the pictures.The aim of this activity is to review what ss already know about California an dto introduce some of the topics in the reading passage.Step II While-reaing(2 tasks, 15 mins)1.Fast reading/ skimmingDuring the fast reading, ss will be asked to read the first para. And the blue headingsin the rest of the text, try to get the main idea and predict the reason why each wave of people came to California. This task aims to train ss’ skimming ability and let them have a general idea of the whole passage.2.Careful reading/scanningAfter that , ss will read the text again and try to finish the form on the screen. They should find out the stage, the people, the time of their arrival and the events happened in each period from the passage. In careful reading, their ability of gathering information, dealing with information will be developed and they will have a clearer understanding of the meaning and structure after finishing the form.Step3 Consolidation(2 tasks, 10 mins)1.Retelling After dealing with the details, ss will listen to the tape and thenpractice retelling the text in pairs with the help of the form they have just finished.2.Words and phrases After that, they will be asked to pay attention to the newwords and phrases, try to guess the meaning from the context and then try to paraphrase them. If they have difficulty in doing this, I will change int into multiple choices to lower the difficulty. This task aims at consolidating ss’understanding of the meaning of the text.Step4 Post-reading (2 tasks, 10 mins)1.Discussion (of the reasons and the style)After they comprehend the passage, I will ask them to work in groups and discuss the reasons for the diversity in California and try to find out the writing style and characteristics of this text. This task is very important for the ss of this stage because it not only develops their ability of analyzing and summarizing but also enables them to know more about the structure and characteristics about narrative article, which would be very useful for their writing.2.Role play Work in pairs, one act as a traveler and the other a native Californianwho is introducing the history ,geography and culture to the traveler. This task is helpful in improving ss’ ability of communicating and expressing in English . Step5 Summary and homeworkAt the end of the class, I will make a summary of what we have learned with all the ss to let them have a clearer idea of the lesson and then assign the homework:1.remember the words and phrases in the passage and finish the exercise on theworkbook.2.write a short passage about your hometown using the structure you learned fromthis passage.(the homework is so designed to consolidate what they have learned in this lesson and prepare them for the further study of this unit.)Part IV Blackboard designAt last, let me show you my bb design.First, I will put the title—California in the middle. Then I will divide the bb into 2 parts. On the left are the key words and phrases of this lesson such as multicultural, diversity, etc and I will put the form that shows the history of California on the right. In this way, ss will have a clear idea of what they have learned even after the class. That’s all for my presentation, thank you for your listening!。
高中英语 Unit 1 A Land of Diversity Section I Words a
河北省石家庄市高中英语Unit 1 A Land of Diversity Section I Words and Expressions学案新人教版选修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（河北省石家庄市高中英语Unit 1 A Land of Diversity Section I Words and Expressions学案新人教版选修8）的内容能够给您的工作和学习带来便利。
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Unit 1 A Land of DiversitySection I Words and Expressions学习目标:理解核心动词和短语的含义，并通过合作、探究,使用词典等手段，归纳出主要用法，并能在合适语境下恰当使用它们。
学习重点：课标核心词汇:means， boom， aircraft， applicant， occur, indicate, slip，hire， nowhere, reform学习难点：课标核心短语：live on, by means of， make a life， keep up， back to back，take in， team up with， mark out， a great/good many, on the other hand appeal to 学习过程生命课堂-互动探究重点单词1。
Means【观察】1) All possible means have been tried， but in vain。
高中英语Unit 1 A land of diversity教师版
选修8 Unit 1 A land of diversityPeriod 1 ReadingStep1:Warming upⅠ.为单词选择正确的释义1．Arctic A．插入；嵌入2．ministry B．权威；权力3．federal C．申请人4．aircraft D．移民；移民入境5．immigration E．售票员；列车员；指挥6．nephew F．联邦制的；同盟的7．applicant G．关切的；体贴的；深思的8．conductor H．处罚；惩罚9．punishment I．侄子；外甥10．authority J．飞行器；航空器；飞机11．thoughtful K．北极的；北极区的12．insert L．(政府的)部；神职；牧师的职位答案：1－K2－L3－F4－J5－D6－I7－C8－E9－H10－B11－G12－AⅠ.根据所给汉语提示写出单词1．________ n．海峡2．________ n．方法；手段3．________ n．横渡；横越；十字路口；人行横道4．________ n. & adj.代理；副职5．________ n．海关；关税；进口税6．________ vi.发生；出现7．________ vt.& vi.刮；剃8．________ n．闸；刹车；制动器9．________ n．角；角度10．________ n．正义；公平11．________ adj. 公民的；国内的；民间的答案：1.strait 2.means 3.crossing 4.vice 5.customs6．occur7.shave8.brake9.angle10.justice11.civilⅠ.根据英语释义写出单词1．________：clearly different or of a different kind2．________：the largest part of a group of people or things3．________：a situation that is difficult and unpleasant because you do not have enough money，food，clothes，etc.4．________：to choose somebody to do a particular job by voting for them5．________：the number，amount，rate of something，expressed as if it is part of a total which is 1006．________：happening or existing between people of different races7．________：a sudden increase in trade and economic activity；a period of wealth and success 8．________：suggest the possibility of sth9．________：clearly seen; obvious10．________：allow using sth by giving some money11．________：seize (sb/sth) with hand or understand (sth) fully12．________：grateful13．________：be in deep sorrow14．________：make sth better by changing15．________：not anywhere答案：1.distinct 2.majority 3.hardship 4.elect5．percentage 6.racial7.boom8.indicate9．apparent10.hire11.grasp12.thankful13．mourn14.reform15.nowhereⅠ.选用正确短语的适当形式完成句子2．It's not easy to ________ in a new city.3．Will the fine weather ________？4．________ people prefer peace to war.5．The man succeeded ________ working twice as hard as others.6．I'll have finished my homework ________ you come.7．______________ of school books now have pictures.8．______________ an album，I gave him a pen and a pencil.9．____________________ at least a score of buildings were damaged or destroyed.10．I think ________________ he will arrive tomorrow.答案：1.live on 2.make a life 3.keep up 4.The majority of5．by means of 6.by the time7.A large percentage8．In addition to9.It was believed that10．it is likely thatStep2: Fast Reading课文表层理解Ⅰ.判断正(T)误(F)1．California is the largest state in the USA and has the largest population.()2．The native Americans are treated well after the arrival of Europeans.()3．Of the first Spanish to go to California，the majority were religious men.()4．In the early 1800s，Russians began settling in California.()5．In the late 19th century，Chinese immigrants arrived in California.()答案：1.F 2.F 3.T 4.T 5.FⅠ.读课文，完成表格4．the natives' land 5. part of Mexico 6.18467．Russians8.California9.gold10.1850Step3: Careful reading课文深层理解Ⅰ.主旨匹配Part 1(Para.1)A．The history about people from different countries moving toCalifornia.Part 2(Paras.2～9) B．The future of California.Part 3(Para.10) C．A brief introduction to California.答案：Part 1—C Part 2—A Part 3—BⅠ.单项选择1．Which of the following is NOT true about the Gold Rush?A．Only a few people became rich in the Gold Rush.B．Many people died in the Gold Rush.C．It happened during the American－Mexican war.D．South Americans were among the first to arrive to look for gold.2．How many kinds of people are mentioned in this text?A．4.B．5.C．6.D．7.3．What's the main reason that Chinese immigrants came to California?A．For gold. B．For the building of the railway.C．To open restaurants. D．To live in the Chinatown.4．It can be inferred that ________．A．European and Jewish people came to make films in Hollywood, CaliforniaB．people from Mexico came to work in the ship and aircraft industriesC．Indians and Pakistanis are good at making computersD．there will be more racial or cultural groups because more people are arriving in California5．What's the topic of this passage about?A．The culture of California.B．The history of California.C．The population of California. D．The history of the USA.答案：1.C 2.C 3.B 4.D 5.BⅠ.领会下列句子所用的句型并尝试译成汉语1．However，it is likely that Native Americans were living in California at least fifteen thousand years ago._______________________________________________________2．It also has the distinction of being the most multicultural state in the USA，having attracted people from all over the world._______________________________________________________3. Exactly when the first people arrived in what we now know as California，no one really knows._______________________________________________________4．That is why today over 40% of Californians speak Spanish as a first or second language._______________________________________________________5．It is believed that before long the mix of nationalities will be so great that there will be no distinct major racial or cultural groups，but simply a mixture of many races and cultures._______________________________________________________答案：1．然而，美洲土著人可能至少在15 000年以前就生活在加利福尼亚州了。
人教版高中英语同步练习：选修8 unit 1 period 1(含答案)(精修版)
人教版英语精品资料（精修版）Unit 1 A land of diversity Period 1 Warming Up，Pre-reading & Reading 同步精练（人教版选修8，课标通用）Ⅰ.介、副词填空1．Some of the president's advisers feared Hitler might declare war________the United States.2．We kept________our friendship for over twenty years.3．The old people died but the young ones lived________.4．He succeeded________means________perseverance.5．________the time he was ten, Tom had built a chemistry lab himself.6．She has two cars, and________addition, a motorboat.7．We hope the garden to keep________the weeds.8．Millions of people die________the illnesses caused by smoking.答案 1.on 2.up 3.on 4.by of 5.By 6.in7.down 8．fromⅡ.单词拼写1. He drew a quite artificial________(差别) between men and women readers. 2．Whisky contains a large________(百分比) of alcohol.3．Gradually she learned to make a joke of all these________(困难)．4．The ________(部) of Transport made a searching enquiry to discover the cause of the plane crash.5．The oil market is enjoying a ________(繁荣)．6．The ________(种族的) discrimination issue is a political hot potato. 7．Leonardo da Vinci is a famous artist in the ________(意大利) Renaissance.8．In the USA foreign policy is decided by the ________(联邦的) government. 9．The ________(大多数)of people seem to prefer TV to radio.10．He was ________(选举) chairman of the education committee.答案 1.distinction 2.percentage 3.hardships 4.Ministry 5.boom 6.racial7.Italian8.federal9.majority 10．electedⅢ.翻译与仿写1. However, it is likely that Native Americans were living in California at least fifteenthousand years ago.翻译：_____________________________________________________________ 仿写：这次会议有可能会由于天气原因而被推迟。
Unit 1 A land of diversity
Unit 1 A land of diversityPeriod1 Warming up and readingTeaching aims and demands:Knowledge aims:1 understanding the general meaning of the new text to train the reading ability of the students2 t o help students understand the text’s forms and contents and learn aboutCalifornia.Ability aims:1 develop the Ss’ ability of speaking.2 encourage the Ss to give more information about California.3 grasp some reading skills.Emotional aims:Understand the culture of America and helpthe Ss to realize the importance of communication among different cultures.Teaching important points:1 Have the Ss discuss California.2 Have a good understanding of the text.3 Develop the reading skills.Teaching difficult points:1 Guess the meanings of new vocabulary.2 Learn different reading skills.Teaching methods:1 Task-based reading2 Cooperative reading .Teaching aids:The tape recorder and other normal teaching tools.Teaching Procedures:Step1:Greetings:Greet the whole class as usual.Step2:Lead in and warming up:T:we’ve talked about many countries in the world, today we’ll talk another big country in the world ,turn to page 1 and look at the map ,do you know which country it is ?Yes ,the USA. Discuss the questions on page 1, warming up.Step 3: ReadingⅠFast reading:True or false :(oral)1. California is the largest state in the USA with the largest population.2. The native Americans were well treated after the arrival of Europeans.3. Of the first Spanish to go to California, the majority were religious men.4. In the early 1800s, Russian hunters began settling in California.5. During Gold Rush Period, many achieved their dream of being rich.6. In the late 19th century, Chinese immigrants arrived in California.7. It is believed that soon there will be only a mixture of many races and cultures.8. Larger numbers of Chinese immigrants came to California because of the building of the rail network from the west to the east coast.ⅡCareful reading :Fill in the blanks:California is the _______ largest state with the largest __________ in the USA .It’s also the most ____________ state because of its history.Native Americans:1. Living in California ______________2. They came from ______ to ________ by means of a _______.3. in the 16th century:The Spanish : (note down an important events)16th century18th centuryin 1821in 1846The Future:Review the period of each cultural group, in which they first came to California in large numbers. (P2)Spanish:_________ Russians:Africans:Chinese:Italians:Danish:Jewish: Japanese:Koreans:Cambodians:Vietnamese:Pakistanis:Step4: Discussion(P3)Why is California in the 21st century such a multicultural community? Explain in your own words. Write four or five sentences. Compare your answer with others.Step5: listening:Listen to the passage and pay attention to pronunciation and intonation.Step6: Summing up andHomeworkFrom this period, we can know why we often hear “the USA is a multi-culturalcountry”. After class, read the passage again and review the new words and expressionsThe design of the writing on B bUnit 1 A land of diversityPeriod3 Using languageTeaching aims and demands:Knowledge aims:1 help the Ss know more information about California.2 know the famous sites in San Francisco.Ability aims:1 develop the Ss’ ability of listening2 train the ss’ reading ability.Emotional aims:Let the ss appreciate the scenery of California and encourage them to go travelling if possible. Teaching important points:1 Develop the reading skills.2 Train ss’listeng and speaking ability.Teaching difficult points:1 Guess the meanings of new vocabulary.2 Learn different reading and listening skills.Teaching methods:1 Task-based reading and listening.2 Cooperative reading and listening.Teaching aids:The tape recorder and other normal teaching tools.Teaching Procedures:Step1:Greetings:Greet the whole class as usual.Step 2:Lead in and listening:George is on holiday in the United States.He is touring around California. Listen to him phoning home to talk to his friend Christie. Number the things they talk about to show the order inwhich you hear them□ geographic areas of California□ where George’s tour started□ California not as George expe cted□ where George is now□ Californian peopleListen again and complete the postcard George wrote.(P6 )Dear Sam,I’m here in Joshua Tree N ational Park, in the______part of California. Have been traveling around the state of ______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 traveled 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.GeorgeStep3: Reading:ⅠWhile travelling ,George has taken many photos .Look at George’s photos below. Then quickly read George’s diary. He wrote this part of his diary when he was in San Francisco. Write the day he saw these things under the photos.Read Geo rge’s diary more slowly and answer the questions below.(P9)1. Why did Andrew Hallidie invent the cable car system?2. Where did George eat lunch on his first day in San Francisco?3. Why did George hire a car? Why do you think he joined up with Terri and Peter?4. Name three things that visitors can do in Chinatown.5. What is Alcatraz Island famous for?ⅡRead George’s diary again. Put the mark “^” in the places where George has left out some words. Discuss with others in your class , why did George leave out some words when he wrote his diary?(P9)Step4: listening:Listen to the passage and pay attention to pronunciation and intonation.Step 5: Summing up and HomeworkCalifornia is a beautiful state and if you have the chance, go to see it in your own eyes. After class, read the passage again and underline important vocabulary.The design of the writing on B b。
高中英语 Unit 1 A land of diversity Section Ⅰ Warm(4)
Fog is caused by Boston's closeness to water.Rain is frequent in spring and summer，while snow falls regularly in winter，making Boston one of the nation's wettest cities.Atlantic Ocean breezes keep Boston's climate relatively mild，compared to other cities in the northeastern US.
From the end of Puritan control，Boston was a religious city.Boston was also the focus of the New England Anti-Slavery Society，founded in 1832.Boston's African American population in the mid1800s was a lot， mainly because Massachusetts had said that slavery was illegal in 1783.By the time of the Civil War ， Boston was a stop on the Underground Railroad，which helped escaping slaves.
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杭锦旗中学高二英语Lesson plan Nothing is difficult to the man who will try.Group: Senior II edited by 何花Unit 1 A land of diversity Period 1 ReadingⅠ. 单元教学目标▲Talk about the USA ▲Learn the usage of the Noun Clauses ▲Write an introduction to places ▲Study the culture and people of the USA Ⅱ. 目标语言 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 2． 认读词汇illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz 3． 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 forStep ⅠWarming upplease tell what you know about them?The Liberty Star - Spangled Banner The White HouseStep2 Pre —ReadingTurn to page 1 and look at the map of the USA and talk about it in groups.square kilometers. And it is one of the American states of the largest population.We’re going to learn the short history of CaliforniaStep 3 Fast reading Beside each date note down an important event in Californian history.杭锦旗中学高二英语Lesson plan Nothing is difficult to the man who will try.Group: Senior II edited by 何花ArrayStep 4 Detail readingStep 5 Discussion Why is California in the 21st century such a multicultural community? Step 6 ConsolidationCalifornia is the ___ largest state in the USA with the most developed economy. ____ years ago, the first ____ crossed the Bering Strait from Asia and arrived in California. The ___ Americans suffered greatly after the arrival of Europeans____ in the 16th century. In the 18th century, California was ruled by ____ until 1821 the people of Mexico gained their independence from Spain. California then became part of_____. But after the American-Mexican war in 1846, California was given back to the USA. In 1848, in California Gold was _____, which attracted people from all over the world to arrive there to achieve their dreams of becoming ____. In 1850, California became the 31st state of_____ as a multicultural society. Attracted by the _____ and lifestyle, more and more people from different parts of the world having been ____ to California, including Asians, Africans, Americans and Europeans. In the near ____, California杭锦旗中学高二英语Lesson plan Nothing is difficult to the man who will try.Group: Senior II edited by 何花will become a ____of many races and cultures without any major racial or cultural groups.Period2 WritingHow to organize and write a short essay about a city, province or zone.Step 1 Discussion1.Once the students have decided on a place, ask them to discuss what topics they will write about and1.give each person in the group one of the topics from the list to write a paragraph about.2.when everyone has finished, ask to read the paragraphs aloud in the correct order, making suggestionsfor improving each others’ writing and check each others’ spelling, punctuation and grammar.Step 3 SharingMake a wall display or a class booklet containing the essays from every group.Sample writing:Beijing is the capital city of China and covers 16,800 aqkms. It is surrounded by mountains to the north and west. One of them, Ling Shan, is over 2,300 meters high. The climate can be very dry in winter and humid in summer. Autumn is the best season because it is usually fine and pleasantly warm.Beijing was the capital city of many dynasties in Chinese history. These dynasties left a large number of architectural souvenirs in the city: the Forbidden City, the Summer Palace and the Temple of Heaven, etc. There is also a legacy of royal parks: Jingshan and Beihai. Since1949 these parks and buildings have been open to the public.Nowadays, Beijing is the capital of a thriving country with a large population. More than half of them live in the 3entr of the city. As well as being an important economic centre Beijing is als9o the site of the main venue for the Olympic Games in 2008.As befits its status, Beijing is the centre of many cultural activities, such a s concerts, operas, modern painting exhibitions and international events. Today Beijing is indeed an example of a city in the modern world.Period 3 Language points杭锦旗中学高二英语Lesson plan Nothing is difficult to the man who will try..multi-前缀，是“多，多方面，多方向”的意思multi-colored ___________ multi-racial country ___________ multi-media _________________ multiparty _____________ multiparty system _______________ multi-purpose ________________ 思维拓展：mono-前缀：one, single 单eg: a monolingual dictionary(单语词典)bi-前缀：two, twice, double双eg: a bilingual dictionary(双语词典)2.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._____________________1) The manager asked the workers to keep up the work.2) The rain kept up for two days and the roads were flooded.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)Period 4 using languageTarget languageUseful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a great many.1.Look at George’s photos. Then quickly read George’s diary. Write the days he saw these things underthe photos.2.Read George’s diary more slowly and answer the question s in page 9.3. 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 _ ___, because you are so lazy for the work.杭锦旗中学高二英语Lesson plan Nothing is difficult to the man who will try.Group: Senior II edited by 何花2) I must ____ _ a house when finding a job in the city. 3. Take in1) He had nowhere to live in, so we took him in.2) The dress needs to be taken in.4) Don ’t let yourself be taken in by these politicians.Take off 拆开,拆散 Take on 贬低, 贬损名誉等Take apart 从事,对…..产生兴趣, Take away from 脱下,脱去,起居,休假,Take up 开始雇佣,露出,承担,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. 2) The fact that they arrived a long time before Europeans is what matters.3)I believe that the native Americans were treated badly when the first Europeans came.Step 2 DiscussionStep 3 Analysis 1.高考考查热点:1)名词性从句的语序（陈述句语序）；2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc; 3)it 用作形式主语或形式宾语代替主语从句或宾语从句； 4）根据具体情景选用适当的关联词。