【正文】 選修8 黎巨森、蔣茹、羅培芳、羅麗霞Unit 1 A land of diversity Period 1 ReadingTeaching goalsEnable the students to talk about things about the USA.Help the students learn the huge diversity of races and cultures in America, especially in California.Teaching important and difficult pointsLearn the huge diversity of races and cultures in California.Teaching methodsFast and careful reading。 asking and answering activity。 individual, pair or group work.Teaching aidsA map, a blackboard and a puterTeaching proceduresStep 1 Warming up.Ask the students to describe what they learn about the USA.Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.Step 3 Fast readingRead through the passage and get the main idea.Reading prehension.Ask the students the following questions:When you look at the title, what so you think of ?2) Why is the USA called a melting pot? Step 4 Detail reading Beside each cultural group , write the period in which they first came to California in large numbers.Step 5 After reading Why is California in the 21st century such a multicultural munity? (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language” on page 4. Period 2 Extensive ReadingTeaching aims: 1. Improve Ss’ ability of reading 2. 德育目標(biāo)：了解美國(guó)多元文化，進(jìn)一步培養(yǎng)學(xué)生跨文化交際意識(shí)，為終身學(xué)習(xí)奠定良好基礎(chǔ)。 PART I READING (P8)Step 1. Fast reading: SB P7 PART 1.Step 2. Careful reading: Read George’s diary and answer the 5 questions on Page9 PART 2Step 3. Pay attention to the main words, phrases and sentences(根據(jù)學(xué)生實(shí)際由集體備課確定)PART II READING TASK(WB P51)Step 1. Fast reading to find the main topic of each paragraph:Step 2. T explains some difficult points.(由集體備課確定)Step 3. Homework ：read the passage fluently and recite some parts. Period 3 GrammarTeaching aimsEnable the students to use the Noun Clauses as the subject, object, predicative and oppositive.Help the students learn how to use the Noun Clauses.Teaching important and difficult pointsDiffer the noun clauses.Teaching methodsAnalysis and have some discussions.Teaching proceduresStep 1 PreparationAsk the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主語(yǔ)從句)2)The fact that they arrived a long time before Europeans is what matters. Appositive clause(同位語(yǔ)從句) amp。 Predicative clause(表語(yǔ)從句)3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(賓語(yǔ)從句)Step 2 DiscussionAsk the students to differ the Noun Clauses as the subject, object, predicative and oppositive.Step 3 Analysis:1)名詞性從句的語(yǔ)序（陳述句語(yǔ)序）；2)幾對(duì)重要關(guān)聯(lián)詞的區(qū)別：whether\if, what\that, what\whatever, who\whoever, etc。3)it用作形式主語(yǔ)或形式賓語(yǔ)代替主語(yǔ)從句或賓語(yǔ)從句；4）根據(jù)具體情景選用適當(dāng)?shù)年P(guān)聯(lián)詞。，討論：1）whether\if的區(qū)別I. Please tell me if/whether you will go to the lectures tomorrow.II. It all depends on whether the sky will clear up.III. The question is whether the film is well worth seeing.IV. Whether he will be well tomorrow I’m not sure.V. Whether it is true remains a problem.，位于及物動(dòng)詞后，位于介詞后，放句首，主語(yǔ)從句或同位語(yǔ)從句whether: A, B, C, Dif: A2)What\that的區(qū)別I. I think that it is unnecessary for me to speak louder.II. His mother is satisfied with what he has done.III. That he was able to e made us happy.IV. This is what makes us interested.V. The reason was that Tod had never seen the millionpound note before.所引導(dǎo)的從句中是否缺主語(yǔ)、表語(yǔ)或賓語(yǔ)漢語(yǔ)意義能否省略What缺什么；所……的東西、事情否that不缺無(wú)意義賓語(yǔ)從句中能省略3）who\whoever。 what\whatever的區(qū)別I. The spoken English petition is ing. Who will attend the meeting hasn’t been decided yet.II. I believe whoever takes part in the petition will try his best.III. Can you tell me what you would like to order?IV. Whatever happens, don’t be surprised.V. All the food here is delicious. Just order whatever you like.名詞性從句讓步狀語(yǔ)從句Who表示“誰(shuí)”/Whoever表示“…的任何人”表“不論誰(shuí)”What表“什么，所…的東西、事情”/Whatever表“…的任何東西”表“無(wú)論什么”4)常見(jiàn)的it作形式主語(yǔ)的結(jié)構(gòu)I. It is a fact that he won the match.II. It is necessary that we do study the English.III. It is known to all that light travels in straight lines.IV. It seemed that he would e here.基本句型結(jié)構(gòu)常用詞語(yǔ)It is + 名詞 + that從句It is a fact/a shame/a pity/no wonder/good news/…that…It is + 形容詞 + that從句It is necessary/strange/important/possible/likely/…that…這類(lèi)主語(yǔ)從句中,謂語(yǔ)動(dòng)詞常為(should)+動(dòng)詞原形It is + 過(guò)去分詞 + that從句It is said/reported/decided/known/…that…It + 不及物動(dòng)詞 + that從句It seemed/happened/doesn’t matter/has turned out/…that…Step 4 Practice1)amp。4, Students Book P52)Make sentences using noun clauses as the subject, object, predicative and appositive.Step 5 Homework1. Review what we have learnt today.2. Translate sentences: 1)顯而易見(jiàn), 英語(yǔ)很重要.(主語(yǔ)從句) 2)瑪利認(rèn)為他會(huì)幫助她.(賓語(yǔ)從句)3)我從來(lái)未到過(guò)那兒這事實(shí)是真的.(同位語(yǔ)從句)4)問(wèn)題是我們下一步該怎么做.(表語(yǔ)從句) Period 4 Listening and speakingTeaching goalsTrain their listening and speaking abilities.eaching important and difficult pointsHelp the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.Teaching methodsPair work and group work, discussion and cooperationTeaching aidsA recorder, a puter, and a blackboardTeaching proceduresStep1 ListeningThe first time the students listen to the tape they are expected to listen for the gist only. Read Ex1 on page 6 with students so that they know what to listen for and play the recording right through without stopping.4 Geographic areas of California Every culture ha