高中英语新人教版选修7unit 1 A land of diversity 教学设计文档格式.docx
《高中英语新人教版选修7unit 1 A land of diversity 教学设计文档格式.docx》由会员分享，可在线阅读，更多相关《高中英语新人教版选修7unit 1 A land of diversity 教学设计文档格式.docx（18页珍藏版）》请在冰点文库上搜索。
AtlanticOcean
Oceanonthewestcoast:
PacificOcean
CountrytothenorthofUSA:
Canada
CountrytothesouthofUSA:
Mexico
Mountainrangeinthewest:
RockyMountains
GreatLakes:
Superior,Michigan,Huron,ErieandOntario
LongestriverintheUSA:
MississippiRiver
Someimportantcities:
NewYork,WashingtonDC,LosAngeles,SanFrancisco,NewOrleans
Step2Pre-reading
1.AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc.WhatdoyoulearnaboutCalifornia?
2.ShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.
Picture1:
LifeofNativeCalifornianIndians
Picture2:
ACaliforniangoldmineraround1849
Picture3:
AtraditionalChinesebuildinginSanFrancisco’sChinatown
Step3Fastreading
1.Readthroughthepassageandgetthemainidea.
2.Readingcomprehension.
Askthestudentsthefollowingquestions:
1）Whenyoulookatthetitle,whatsoyouthinkof?
Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,inlandscapeandattitude.
2）WhyistheUSAcalledameltingpot?
TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether.
3.BesideeachdatenotedownanimportanteventinCalifornianhistory.
Step4Detailreading
Besideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.
Culturalgroups
Periods
Russians
early1800s
Japanese
Early1900s
Chinese
Late1840s/early1850s
Cambodians
Fromaboutthe1970s
Africans
1800s
Koreans
Fromaboutthe1970
Italians
Late1800s
Danish
1911
Jewish
1920s
Pakistanis
Step5Post-reading
WhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?
（Using3or4sentencestoexplain.）
ThestateofCaliforniaisamulticulturalcommunitybecauseEuropean,AfricanandAsianpeoplehavebeenimmigratingtothestateforthelast200years.Beforetheirarrival,NativeAmericanpeoplehadlivedthereforthousandsofyears.PeoplefromallovertheworldarestillcomingtosettleinCaliforniabecauseofitsgoodclimateandthelifestyleitoffers.
Step6Homework
Finish“Learningaboutlanguage”onpage4.
Period2Languagepoints
Teachingaims:
1.Learnexpressionsandphrases.
2.Learnlanguagepoints.
Teachingimportantpoints:
Languagepoints
Teachingmethods:
Presentationandpractice
Step1Revision
Retellthepassage
Step2phrases
thethirdlargeststate
第三大州
Amulticulturalstate
一个具有多种文化的州
Bymeansof
通过……工具
Inprehistorictimes
Inaddition
另外
diefrom
死于……
Inthe18century
在18世纪
Fightagainst
反对…..而战争
Themajority
大多数
Gainindependence
获得独立
Achieveone’sdream
实现某人的梦想
Makealife（forsb）
谋生
Step3Languagepoints
1.means:
amethodorawayofdoing.方式，方法，手段（但复数同形）
Translate:
一切可能的办法都试过了。
Allpossiblemeanshavebeentried.
=Everypossiblemeanshasbeentried.
bymeansof:
byusing依靠，凭借
2.occur:
comeintosb’smind（想起，想到）
happen,takeplace（发生）
1）Whendidtheaccidentoccur?
发生
2）Agoodideaoccurredtomeallatonce.想到
3.multi-前缀，是“多，多方面，多方向”的意思
multi-coloured
多色的
multi-racialcountry
多种族国家
multi-media
多媒体
multiparty
多党
multipartysystem
多党制
multi-purpose
多种用途
思维拓展：
mono-前缀：
one,single单
e.g.:
amonolingualdictionary（单语词典）
bi-前缀：
two,twice,double双
abilingualdictionary（双语词典）
4.Declarev.宣告，声称，宣称，申报
translatethefollowingsentences
1）Warwasdeclaredontheenemy.
2）Shedeclaredthatsheknewnothingaboutit.
3）Haveyouanythingtodeclare.
declareoneself
发表态度
declarewaron/upon
宣战
declareagainst
声明反对
declarefor
声明支持
5.Keepup:
保持,坚持,持续
1）Themanageraskedtheworkerstokeepupthework.
2）Therainkeptupfortwodaysandtheroadswereflooded.
Step4Exercises:
translation
1.我就是想不起他的名字.（occur）
Hisnamejustdidn’toccurtome.
2.他宣称他是正确的.（declare）
Hedeclaredthathewasright.
3.鼓起勇气,成功就属于你.（keepup）
Keepupyourcourage,andsuccesswillbeyours.
4.他虽然不会说话,但能通过手势让别人知道他的意思.（bymeansof）
Hecouldn’tspeak,butmadehimselfunderstoodbymeansofsigns.
Step5Homework
Reviewthelanguagepoints.
Period3Grammar
Teachingaims
1.EnablethestudentstousetheNounClausesasthesubject,object,predicativeandappositive.
2.HelpthestudentslearnhowtousetheNounClauses.
Differthenounclauses.
Analysisandhavesomediscussions.
Step1Preparation
Askthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesofnounclausestheyare.
1）WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause（主语从句）
2）ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters.
Appositiveclause（同位语从句）&
Predicativeclause（表语从句）
3）IbelievethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Objectclause（宾语从句）
Step2Discussion
AskthestudentstodiffertheNounClausesasthesubject,object,predicativeandappositive.
名词性从句
特征
主语从句
宾语从句
表语从句
同位语从句
Step3Analysis
1.高考考查热点:
1）名词性从句的语序（陈述句语序）；
2）几对重要关联词的区别：
whether\if,what\that,what\whatever,who\whoever,etc;
3）it用作形式主语或形式宾语代替主语从句或宾语从句；
4）根据具体情景选用适当的关联词。
2.根据例句，讨论：
1）whether\if的区别
I.Pleasetellmeif/whetheryouwillgotothelecturestomorrow.
II.Italldependsonwhethertheskywillclearup.
III.Thequestioniswhetherthefilmiswellworthseeing.
IV.WhetherhewillbewelltomorrowI’mnotsure.
V.Whetheritistrueremainsaproblem.
A.引导宾语从句，位于及物动词后
B.引导宾语从句，位于介词后
C.引导宾语从句，放句首
D.引导表语从句，主语从句或同位语从句
whether:
A,B,C,D
if:
A
2）What\that的区别
I.Ithinkthatitisunnecessaryformetospeaklouder.
II.Hismotherissatisfiedwithwhathehasdone.
III.Thathewasabletocomemadeushappy.
IV.Thisiswhatmakesusinterested.
V.ThereasonwasthatTodhadneverseenthemillion-poundnotebefore.
所引导的从句中是否缺主语、表语或宾语
汉语意义
能否省略
What
缺
什么；
所……的东西、事情
否
that
不缺
无意义
宾语从句中能省略
3）who\whoever;
what\whatever的区别
I.ThespokenEnglishcompetitioniscoming.Whowillattendthemeetinghasn’tbeendecidedyet.
II.Ibelievewhoevertakespartinthecompetitionwilltryhisbest.
III.Canyoutellmewhatyouwouldliketoorder?
IV.Whateverhappens,don’tbesurprised.
V.Allthefoodhereisdelicious.Justorderwhateveryoulike.
让步状语从句
Who
表示“谁”
/
Whoever
表示“…的任何人”
表“不论谁”
表“什么，所…的东西、事情”
Whatever
表“…的任何东西”
表“无论什么”
4）常见的it作形式主语的结构
I.Itisafactthathewonthematch.
II.ItisnecessarythatwedostudytheEnglish.
III.Itisknowntoallthatlighttravelsinstraightlines.
IV.Itseemedthathewouldcomehere.
基本句型结构
常用词语
Itis+名词+that从句
Itisafact/ashame/apity/nowonder/goodnews/…that…
Itis+形容词+that从句
Itisnecessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为（should）+动词原形
Itis+过去分词+that从句
Itissaid/reported/decided/known/…that…
It+不及物动词+that从句
Itseemed/happened/doesn’tmatter/hasturnedout/…that…
Step4Practice
1）Exs.3&
4,StudentsBookP5
2）Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.
1.Reviewwhatwehavelearnttoday.
2.Translatesentences:
1）显而易见,英语很重要.（主语从句）
2）玛利认为他会帮助她.（宾语从句）
3）我从来未到过那儿这事实是真的.（同位语从句）
4）问题是我们下一步该怎么做.（表语从句）
Period4Listeningandspeaking
Traintheirlisteningandspeakingabilities.
Helpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.
Pairworkandgroupwork,discussionandcooperation
Arecorder,acomputer,andablackboard
Step1Listening
1.Thefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly.ReadEx1onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthroughwithoutstopping.
4GeographicareasofCalifornia
2WhereGeorge’stourstarted
3CalifornianotasGeorgeexpected
1WhereGeorgeisnow
5Californianpeople
2.Readthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation.Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails.Playittwiceifnecessaryandthencheckanswersbyplayingthe
升级会员 