Module 5 The first Americans模块教学详案

Unit 5 The First Americans
I. 模块教学目标
技能目标Skill Goals▲ Talk about Christopher Columbus▲ Learn about the Na ( http: / / www.21cnjy.com )tive Americans, Zheng He and the history of Chinese Americans▲ Learn the usage of and, when, on, come, can and any▲ Learn the presentation skills of giving a lecture▲ Write a passage about a Native American tribe
II. 目标语言
功能句式 Talk about historic events and historical personsHe/ She lived in … from (year) to (year).His family come from… / He was brought up in…First of all, … / Aft ( http: / / www.21cnjy.com )er a while, … / It was not until he / she … that … / Meanwhile, …Suddenly, … / To his ( http: / / www.21cnjy.com )/ her surprise, … / Unfortunately, … / He was lucky to…He / She was the first person to …He / She was famous for…To this day, he / she is known all over the world for…
词汇 1.四会词汇 prosper, Chri ( http: / / www.21cnjy.com )stianity, resent, hostile, brutal, collaboration, starvation, chief, invader, nomadic, fearless, livestock, reservation, admiral, junk, immigrant, pursue, elusive, sufficient, vital, credit, ease, tension, ailing, recover, transcontinental, stretch, blast, untapped, spur, territory, cultivate, profitable, riot, enact, exclusion, repeal, barrier, initiate, removal, acquaint, execution, stockade, drizzle, doom, brigand, enormity, conceal, greed, exile, groan, fertile, legendary, raid, military, retreat 2.认读词汇 primarily, await, ( http: / / www.21cnjy.com ) void, manufacturer, atmosphere, irrigation, dependent, virtually, nugget, seal, warfare, bayonet3.词组 set foot on, le ( http: / / www.21cnjy.com )ad to, refer to…as…, in peace, convert…to…, needless to say, insist on doing, make peace (with sb), in turn, for the most part, consist of, in search of, with hopes of, in addition to, in particular, credit one with…, take up, result in, due to, in view of, be/become/get acquainted with 4.重点词汇brutal, convert, fearless, fertile, hostile, invade, prosper, inhabitant, military, retreat, collaboration, convert, legendary, livestock, nomadic, raid, retreat, starvation, admiral
语法 Learn the usage of and, when, on, come, can, some and any
重点句子 1. Columbus was the firs ( http: / / www.21cnjy.com )t European to set foot on the North American continent. P572. The people ( http: / / www.21cnjy.com ) who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”. P583. Native Am ( http: / / www.21cnjy.com )ericans are believed to have come to North America from north-east Asia, arriving over a land bridge between Siberia and Alaska about 12,000 years ago. P584. Only in 1868, af ( http: / / www.21cnjy.com )ter four terrible years were they allowed to return to their land. P595. But in Europe it ( http: / / www.21cnjy.com ) is believed that the first person to use the Cape of Good Hope as a sea route was Portuguese explorer Vasco da Gama, when he sailed from Europe to the East in 1497. P646. These workers ( http: / / www.21cnjy.com )were good at using the gunpowder that was used to blast through the mountains and they created a vast network of track that opened up untapped resources not only in California but the northwest as well. P677. Chinese immigrant ( http: / / www.21cnjy.com )s may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city. P678. The removal of ( http: / / www.21cnjy.com )the Cherokee Indians from their life-long homes in the year of 1838 found me a young man…and a soldier in the American army. P699. Being acquainted with many of the Indians and able to fluently speak their language, I was sent as interpreter … and witnessed the execution of the most brutal order in the history of American warfare. P69
III. 教材分析与教材重组
1. 教材分析
本模块以“The First ( http: / / www.21cnjy.com )Americans”为话题，从听、说、读、写等方面呈现了首批美国人各个种族部落的历史发展。旨在通过本模块的学习使学生更加全面、深刻地了解美洲居民悲惨的历史，第一个到美国的外来者，美籍华人的生存发展以及在美国历史上所做出的贡献。通过围绕这一主题所展开的听说读写训练，让学生能够介绍某一著名的探险者和美洲部落。
1.1INTRODUCTION首先向学 ( http: / / www.21cnjy.com )生陈述了四个有关Christopher Columbus 发现美洲大陆的陈述，让学生结对根据已有的知识讨论并根据判断其正确性，最后核实观点。引导学生关注讨论有争议的重大历史事件的同时，激发对中心话题的兴趣，预测并为学习内容热身。
1.2 READING AND VOCAB ( http: / / www.21cnjy.com )ULARY (1) 的阅读部分向学生们介绍了首批美国人的发展历史，其中主要逐一介绍了六个最大的美洲土著居民部落。它向学生们讲述了欧洲白人定居者如何掠夺美洲土著居民的土地、如何对美洲土著居民进行杀戮和追赶以及美洲土著居民如何奋起反抗的历史事实。通过这一部分的学习，可以使学生了解美国早期血腥、残酷、贪婪的历史，对美洲土著居民有更深刻的认识。学生在学习语言的同时， 通过阅读回答问题，掌握对阅读内容进行预测判断，并从中获取细节信息的能力。
1.3 LANGUAGE IN USE (1)帮助学生学习并灵活掌握运用and, when 和on的用法。
1.4 LISTENING部 ( http: / / www.21cnjy.com )分有三项任务：Activity 1让学生通过听，回答有关著名部落首领Sitting Bull的问题。Activity 2要求学生通过听判断并确认所列词语的正确含义；Activity 3对学生在训练听力是有目的、有重点。
1.5 LANGUAGE IN USE ( http: / / www.21cnjy.com ) (2) 先通过单句的学习使同学们体会come, can和any 的用法，然后让同学们在语篇中学会运用它们。
1.6 READING AND VOC ( http: / / www.21cnjy.com )ABULARY (2) 提供了一篇探讨郑和是否为第一个踏入美国的外来者的短文，从而体现了郑和在历史上所做的伟大贡献。同时使同学们通过回答问题深层次理解短文并学习一些重点词汇的用法。
1.7 PRESENTATION SKI ( http: / / www.21cnjy.com )LLS Giving a lecture要求学生两人一组选择一位有名的探险者，利用网络或图书馆等资源，来搜集探险家和其探险的信息。并为同学们列出一些描述探险家生平的表达法，旨在帮助同学们将自己的任务结果更好地展示给全班同学。
1.8 READING PRACTICE 通 ( http: / / www.21cnjy.com )过讲述美籍华人在美国的历史，使同学们认识到美籍华人对美国的发展不仅起着关键性的作用，而且还做出了卓越的贡献。同时使同学们间接地了解了美国的重大的历史事件。
1.9 CULTURAL CORNE ( http: / / www.21cnjy.com )R 向同学们简单介绍了安德鲁杰克逊总统的一项决议：驱逐美洲土著居民，强迫他们离开自己的家园而移居到新的领域。这一决议导致了许多美洲土著居民在移居的过程中丧生，使同学们了解到美洲土著居民真实的悲惨的历史。
1.10 TASK 要求同学们以小组活动的形式，选择某一美洲土著居民的部落，可以通过网上资源的信息，向全班同学介绍这一部落的基本情况。
1.11 MODULE FILE 部分简要总结了本模块所学的重点单词，短语及语法。
2. 教材重组
2.1将INTRODUCTION、LISTENING和 WORKBOOK中的Listening 整合在一起，设计成一节“听说课”。
2.2将READING AND VOC ( http: / / www.21cnjy.com )ABULARY (1)、CULTURAL CORNER和WORKBOOK中的Vocabulary 整合在一起，设计成一节“阅读课（I）”。
2.3将LANGUAGE IN USE ( http: / / www.21cnjy.com )(1)、LANGUAGE IN USE (2) 和WORKBOOK中的Language in use整合在一起，设计成一节“语言学习课”。
2.4将READING AND V ( http: / / www.21cnjy.com )OCABULARY (2) 、READING PRACTICE和WORKBOOK中Reading and speaking的整合在一起，设计成一节“阅读课（II）”。
2.5将PRESENTATION S ( http: / / www.21cnjy.com )KILLS ,TASK和WORKBOOK中的Speaking and writing 整合在一起，设计成一节“写作课”。
3. 课型设计与课时分配
1st Period Listening & Speaking
2nd Period Reading (I)
3rd Period Language Study
4th Period Reading (II)
5th Period Writing
IV. 分课时教案
The First Period Listening & Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点单词和短语
region, territory, ( http: / / www.21cnjy.com )treaty, prospector, threaten, retreat, triumph, famine, surrender, clash with sb, set foot on, set eyes on / upon
b. 重点句子
Columbus wa ( http: / / www.21cnjy.com )s the first European to set foot on the North American continent.
Ability goals 能力目标
Enable the st ( http: / / www.21cnjy.com )udents to learn about Christopher Columbus and Chief Sitting Bull.
Enable the students t ( http: / / www.21cnjy.com )o grasp the key words that can help them to answer the questions while listening to the tape.
Learning ability goals 学能目标
Help students learn ho ( http: / / www.21cnjy.com )w to grasp the key words that can help them to answer the questions while listening to the tape.
Teaching important and difficult points教学重难点
Skills of listening for key words.
Teaching methods教学方法
Listening, speaking, individual and cooperative learning.
Teaching aids教具准备
A recorder, a projector and some slides.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Elicit the famous expl ( http: / / www.21cnjy.com )orer Christopher Columbus and arouse the students’ interest in this module.
T: How is it going, boys and girls
S: Fine!
T: And how about your geography and history
S: Fine. / Good! ...
T: Well, here, let me check you. Are you ready
S: Yes!
T: As we know, ( http: / / www.21cnjy.com ) there were many famous explorers in history especially in Europe. Can you name some of them
S: Yes. Let me t ( http: / / www.21cnjy.com )ry. John Cabot, Sir Humphrey Gilbert, James Cook, Francis Drake, Martin Frobisher, John Franklin, Henry Hudson, Jacques Cartier, Samual de Champlain, Marco Polo, Christopher Columbus and Ferdinand Magellan.
T: Quite right. Who knows other great European explorers
S: Hernando Cortes, V ( http: / / www.21cnjy.com )asco da Gama, Gaspar Corte Real , Henny the Navigator and The Vikings.
T: Wonderful! Both ( http: / / www.21cnjy.com )of you have a wide range of knowledge. People were led by different strong motives to European exploration and expansion in the 15th and 16th centuries. Among these, there was an Italian explorer who sailed across the Atlantic Ocean in 1492, hoping to find a route to India (in order to trade for spices). Who can you guess he is
Ss: Christopher Columbus.
T: Good.
Step II Introduction
Get the students ( http: / / www.21cnjy.com )to talk more about Christopher Columbus and Columbus’s discovery of historical importance.
T: Columbus was ( http: / / www.21cnjy.com )a famous and great European explorer and his discovery is rightly regarded as the most historically important and will continue to be. How much do you know about Columbus and his discovery Next, do a quiz about that. Work in pairs and then tell us the answers. .
Show the following on the screen:
1 When was Columbus born and died
2 How many times did he make his voyage And when was each voyage
3 Where did he go during his voyage
4 Why was his voyage very important
After 2 or 3 minutes, check the answers.
T: Time is up. Finished Any volunteer
S: Let me try. Columbus was born in 1451 and died in 1506.
T: Good. Next question
S: He made a total ( http: / / www.21cnjy.com )of four trips during the years 1492 — 1504. He made his first voyage during the years 1492 — 1493; the second one, 1493 — 1496; the third one, 1498 — 1500; and the last one, 1502 — 1504.
T: Exactly. What about the third question
S: He sailed acro ( http: / / www.21cnjy.com )ss the Atlantic Ocean and went to the Caribbean and South America during his voyage.
T: Right. Now the last one
S: This is because ( http: / / www.21cnjy.com ), unlike the others, Columbus brought about permanent large scale two-way commerce between the Old World and the New. Previous discoveries were so obscure that almost no one in either hemisphere was aware of the other hemisphere's existence prior to Columbus. But after Columbus, everyone knew. The "Admiral of the Ocean Sea," unlike his predecessors, changed the world.
T: OK. Now you have ( http: / / www.21cnjy.com ) learned much information about Columbus and his discovery. Please open your books and turn to Page 57. There are four statements related to Columbus’s expedition in Activity 1. Please work in pairs and decide the statements are true or not. I’ll give you 2 minutes.
After 2 minutes, check the answers with the whole class.
T: Have you finished your discussion
Ss: Yes.
T: Would you like to know the correct ideas
Ss: Of course.
T: OK. Now l ( http: / / www.21cnjy.com )ook at the screen and I’ll ask four of you to read the answers for all of us.
Ask four students ( http: / / www.21cnjy.com ) to read one by one. After that, deal with some questions raised by the students.
T: (Point to the sentences.)Have you got any questions about them
S: Could you explain the meaning of the phrase: set eyes upon
T: OK. It means “see”. Any other questions
S: No.
Step III Listening (Page 62)
First let st ( http: / / www.21cnjy.com )udents learn how to make notes. Then get them to finish the activities in Listening.
T: Just now we ta ( http: / / www.21cnjy.com )lked about Columbus. He brought great contributions to America. Because of that, people began to know the tribes on that land. And because of that people knew one of the great tribe chief---Sitting Bull. Do you know him
S: No.
T: Well, let’s look at this.
Show students some information about Sitting Bull.
He came from the ( http: / / www.21cnjy.com ) Sioux tribe, which was one of the biggest Native American tribes. And they were famous for their bravery and fighting skills.
T: Have you got it
S: Yes.
T: Very good. Ple ( http: / / www.21cnjy.com )ase turn to Page 62. You see, there are so many questions in Activity 1. So can you tell me how to listen to this efficiently
S: Read the questions first, and listen carefully.
S: Take notes.
T: Great! Can you tell me how to take notes
S: Write down key words and phrases, not whole sentences.
S: Use contractions and abbreviations whenever possible.
…
T: Beautiful! ( http: / / www.21cnjy.com ) Next, read through Activity 1 and see what you are required to do.
…
T: Have you finished
S: Yes.
T: Once again, ( http: / / www.21cnjy.com )tell me, what you should when doing listening practice.
S: At the first time, ( http: / / www.21cnjy.com )try to write down the key words related to the answers to the questions.
S: At the second time, try to complete the answers.
S: At the last tim ( http: / / www.21cnjy.com )e, you should check your answers according to the listening material.
T: Great! And don’t forget to…
S: Take notes!
T: That’s it.
Get students ( http: / / www.21cnjy.com ) to check their answers before they listen for the last time. Finally show and check the answers together.
T: You get the general ideas, don’t you
S: Yes.
T: Next, let’s do Activity 2.
Allow studen ( http: / / www.21cnjy.com )ts enough time to do that. After students finish it, play the tape again and get them to check their own answers. At last check the answers with the whole class and make sure students understand the words.
Step IV Discussion
T: By listening we ( http: / / www.21cnjy.com ) know that Sitting Bull was an extraordinary tribe chief. Next, work in pairs and discuss the questions on the screen. After several minutes, I’ll ask two pairs to give your result of discussion to us.
Show questions in Activity 3 on the screen.
1 What do you think the virtues are of a strong leader
2 In which way was Sitting Bull a strong / divisive leader
Allow students enou ( http: / / www.21cnjy.com )gh time to do this, walk around and give them a hand if necessary.
T: OK. First one, who wants to have a try
S: Clarify roles and ( http: / / www.21cnjy.com ) goals; build on strengths; confront poor performance; serve their teams and organizations; give good feedback; ask and listen and cheerlead.
S: In our opinion, ( http: / / www.21cnjy.com )effective leaders develop people. Rather than running around solving problems, while overflowing e-mail and voice-mail boxes suck up huge amounts of their time and energy, strong leaders empower and enable others to solve daily operational problems. Of course, successful leaders also direct and control when needed. But mostly they teach and engage people throughout their organization to reach ever-higher performance levels. Strong leaders don't just see people as they are. They coach people into becoming what they can be.
T: Quite right. What about the second question
S: We both think that ( http: / / www.21cnjy.com )Sitting Bull was a strong leader because as a Hunkpapa Lakota chief and holy man under whom the Lakota tribes united in their struggle for survival on the northern plains, Sitting Bull remained defiant toward American military power and contemptuous of American promises to the end.
S: The reason w ( http: / / www.21cnjy.com )hy he was a divisive leader is that as a strong voice for his people, he led them in their dealings with the United States and the United States Army was afraid that Sitting Bull was the leader.
S: Sitting Bull b ( http: / / www.21cnjy.com )ecame known as being fearless and a brave fighter, who won the battle and fought to maintain his people’s way of life. And as a young man, he successfully increased Sioux hunting grounds.
T: Wonderful! All of you did a good job.
Step V Listening (Page119)
Let students t ( http: / / www.21cnjy.com )urn to Page 119 and read Activities 10 and 11 quickly. Then play the tape and let them listen to the discussion. At the first time, get students to try to finish Activity 10. At the second time, let students try to finish Activity 11. After the students finish the activities, play the tape a third time and ask the students to check the answers according to the listening material. At last check the answers.
Step VI Summary and homework
T: You’ve done a reall ( http: / / www.21cnjy.com )y good job today. So, tell me what we have learned today
S: Today we’ve learne ( http: / / www.21cnjy.com )d much about Christopher Columbus and Sitting Bull.
S: And we’ve learned a ( http: / / www.21cnjy.com )bout how to listen for key words to answer questions.
S: We also have done some listening practice.
T: That’s it. A ( http: / / www.21cnjy.com )fter class, please preview READING AND VOCABULARY (1) and CULTURAL CORNER. You can also surf the Internet to get some information about children’s understanding of Native Americans. Goodbye, everyone.
Ss: Goodbye, Mr. /Ms …!
The Second Period Reading (I)
Teaching goals 教学目标
1. Target language 目标语言
a. 重点单词和短语
brutal, fearless, fe ( http: / / www.21cnjy.com )rtile, hostile, invade, prosper, inhabitant, retreat, military, refer to…as…, in peace, convert…to…, needless to say, insist on doing, make peace (with sb), in turn, in view of, be/become/get acquainted with
b. 重点句子
1. The peop ( http: / / www.21cnjy.com )le who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”.
2. Native A ( http: / / www.21cnjy.com )mericans are believed to have come to North America from north-east Asia, arriving over a land bridge between Siberia and Alaska about 12,000 years ago.
3. Only in 1868, ( http: / / www.21cnjy.com ) after four terrible years were they allowed to return to their land.
4. The removal of ( http: / / www.21cnjy.com )the Cherokee Indians from their life-long homes in the year of 1838 found me a young man…and a soldier in the American army.
5. Being acquaint ( http: / / www.21cnjy.com )ed with many of the Indians and able to fluently speak their language, I was sent as interpreter … and witnessed the execution of the most brutal order in the history of American warfare.
Ability goals 能力目标
Enable students to learn about the history of the Native Americans.
Learning ability goals 学能目标
Help students learn about the history of a certain nation.
Teaching important and difficult points教学重难点
Help students ana ( http: / / www.21cnjy.com )lyze the structure of the passage and guide the students to talk about the history of the Native Americans.
Teaching methods 教学方法
Inferring, predicting, skimming, scanning, listening and discussing.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step I Homework checking and lead-in
Check students ( http: / / www.21cnjy.com )’ homework and get them interested in the topic “Native Americans”.
T: Good morning / afternoon, class.
S: Good morning / afternoon, Mr / Mrs…
T: First, tell me, last period we learned about…
S: Columbus and Sitting Bull.
T: Right! And is Columbus the first non-native American visitors
S: Probably not.
T: Well, who wer ( http: / / www.21cnjy.com )e the Native Americans And how do children think about the Native Americans I told you to consult about it. So, how about your work
S: We’ve done that!
T: Great! You know ( http: / / www.21cnjy.com ) Native Americans have long been the subject of educators, particularly at Thanksgiving. Unfortunately, the study of Native Americans has been stereotypical and has contributed to children not understanding about diverse cultures. Have you surfed the Internet and got any information about children’s understanding of Native Americans
Ss: Yes.
T: Who’d like to tell us something about it
S: Many children h ( http: / / www.21cnjy.com )ear the words "Indian" or "Native American" and picture a stereotypical image: someone wearing feathers; someone who makes a "whooping" sound; someone to associate with Thanksgiving and the pilgrims. These images do not present children with an accurate portrayal of Native people.
S: Many students ( http: / / www.21cnjy.com )think a few Europeans defeated thousands of Indians in battle. Historians say the number killed in battle was small.
S: Not all Native ( http: / / www.21cnjy.com )American children are acquainted with their heritage. Native children often know far more things about T.V. programs than they do about their own culture. In many cases, due to past U.S. Government policy, many Native Americans were not allowed to acknowledge their own culture or beliefs.
T: From your info ( http: / / www.21cnjy.com )rmation, we know that many children don’t know the true history of Native Americans. So it is important for children to know the facts of the history of the first Americans. Are you interested in knowing the history of Native Americans
S: Yes.
T: OK. Today ( http: / / www.21cnjy.com ) we’re going to read about Native Americans to satisfy your curiosity and needs.
Step II Reading (Page 58)
Ask the stude ( http: / / www.21cnjy.com )nts to read the passage for several times to understand the passage well. Meanwhile, deal with some activities in comprehending.
Skimming
T: Just now we t ( http: / / www.21cnjy.com )alked something about children’s understanding of Native Americans. Now I’d like you first to read a passage on Page 58. Please read the title of the passage and look at the picture. What do you think you are going to read about
S: In my opinion, ( http: / / www.21cnjy.com ) we are going to read about the American original inhabitants and how they fought against invaders and survived.
T: All right. Now ( http: / / www.21cnjy.com )please skim the passage fast to get the general idea of the whole passage. While reading, divide the whole passage into several parts and find out the main idea of each part.
After a few minutes, check students’ reading.
T: Have you finished
S: Yes.
T: How many parts have you got
S: Three parts.
T: That’s right. Now let’s analyze the structure of the passage.
Show the followin ( http: / / www.21cnjy.com )g on the screen to the students. Or, ask students to give their own ways of analyzing the structure of the passage.
Part 1 (Para 1—Para ( http: / / www.21cnjy.com ) 3): A brief introduction to the history of Native Americans.
Para 1: Who are referred to as Native Americans.
Para 2: The life ( http: / / www.21cnjy.com ) of Native Americans before and after the arrival of Europeans.
Para 3: How the British and the Spanish treated Native Americans.
Part 2 (Para ( http: / / www.21cnjy.com ) 4—Para 13): The separate introduction of the biggest Native American ethnic groups.
Para 4: What are the biggest Native American ethnic groups.
Para 5: Something about the Iroquois.
Paras 6 and 7: Something about the Cherokees.
Paras 8 and 9: Something about the Navajos.
Paras 10 and 11: Something about the Sioux.
Paras 12 and 13: Something about the Apaches.
Part 3 ( Para 14—Par ( http: / / www.21cnjy.com )a 15): The present conditions of Native Americans.
Scanning
T: Now, it’s tim ( http: / / www.21cnjy.com )e for you to read the passage carefully to finish Activities 3 and 4.
Ask students to ( http: / / www.21cnjy.com )look through Activities 3&4 first. A few minutes later, ask some of the students to report their answers. Then show and check the answers together.
Suggested answers to Activities 3 and 4:
Activity 3
1. The peopl ( http: / / www.21cnjy.com )e who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”.
2. The early in ( http: / / www.21cnjy.com )habitants formed tribes and prospered in the rich and fertile lands of North America.
3. The Spanish, ( http: / / www.21cnjy.com ) on the other hand, wanted to live in peace with the original inhabitants, but they also wanted to convert them to Christianity. Needless to say, the Native Americans resented this, which led to their hostile and brutal treatment by the Spanish.
4. However, the s ( http: / / www.21cnjy.com )ettlers wanted more land and in 1838, US President Andrew Jackson ordered the removal of the Cherokees from the land they had lived on for centuries.
5. The peaceful Nava ( http: / / www.21cnjy.com )jos made a treaty with the US government, but yet again, the government insisted on moving them from their land. Their resistance to removal led to the destruction of their crops, sheep and villages by the soldiers.
6. In 1980, the ( http: / / www.21cnjy.com )US Supreme Court ordered the government to pay about $ 105 million to the Sioux tribes for land taken illegally.
7. They were fearle ( http: / / www.21cnjy.com )ss fighters and attacked other Native American tribes and stole their livestock.
8. In the 19th centu ( http: / / www.21cnjy.com )ry, the government’s preferable solution to the Indian “problem” was to force tribes to inhabit specific areas of land called reservation. Much of the reservation land was of poor quality. Poverty and joblessness was the result, and is still a problem for many Native Americans today.
Activity 4
1. the Cheroke ( http: / / www.21cnjy.com )es 2. the Cherokees 3. the Navajos 4. the Navajos 5. the Sioux 6 the Sioux
7. the Sioux ( http: / / www.21cnjy.com ) 8. the Apaches 9. the Apaches 10. the Apaches 11. the Apaches
Explanation
T: Now I’ll play the ( http: / / www.21cnjy.com ) tape twice for you. First you should pay attention to the pronunciation and intonation. Second, please make a mark where you have difficulties while listening.
Before explaining t ( http: / / www.21cnjy.com )he difficult points the students may raise, ask the students whether they understand the important phrases and sentences on the screen.
Show the followings on the screen.
refer to…as…, in pe ( http: / / www.21cnjy.com )ace, convert…to…, needless to say, insist on doing, make peace (with sb), in
turn
The people who i ( http: / / www.21cnjy.com )nhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”.
Native Americ ( http: / / www.21cnjy.com )ans are believed to have come to North America from north-east Asia, arriving over a land bridge between Siberia and Alaska about 12,000 years ago.
Only in 1868, aft ( http: / / www.21cnjy.com )er four terrible years were they allowed to return to their land.
First get them ( http: / / www.21cnjy.com ) to refer to the notes to the texts on Pages 133 and 134. Then explain the question(s) they still don’t understand.
T: Do you have any questions about these sentences
S: I don’t understa ( http: / / www.21cnjy.com )nd why “were” is used before the subject “they” in the statement “Only in 1868, after four terrible years were they allowed to return to their land”. Would you please explain the reason to me
T: Good question. Whe ( http: / / www.21cnjy.com )n “only” is used to modify an adverbial that is placed at the beginning of a sentence, partial inversion is used. That is to say, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there is no auxiliary or modal verb, “do”, “does” or “did” should be added. We can change the sentence into one with a normal order: After four terrible years they were allowed to return to their land only in 1868. Any questions
S: No.
Step III Cultural corner
Get students to go on reading about Native Americans.
Reading
T: Just now ( http: / / www.21cnjy.com )we’ve read about the history of the Native Americans. Who can tell us something about the history of the Cherokees
S: Let me have a try. ( http: / / www.21cnjy.com )The Cherokees were one of the biggest Native American tribes and at first; they made peace with the white settlers. However, the settlers wanted more land and in 1838, US President Andrew Jackson ordered the removal of the Cherokees from the land they had lived on for centuries. In the winter of 1838—1839, 14，000 Cherokees were forced to march 2,000 kilometers to new “Indian Territory”. About 4,000 died from hunger and disease. Today this terrible journey is remembered as the Trail of Tears.
T: Very good. U ( http: / / www.21cnjy.com )S President Andrew Jackson’s order led to the miserable experience of the Cherokees. Do you want to know more about it
S: Yes.
T: Now turn to page ( http: / / www.21cnjy.com )69. First look through the brief introduction… Tell me, who wrote it and what it is about.
S: It was writte ( http: / / www.21cnjy.com )n by an American soldier in 1890, on his 80th birthday, about his experience as a young man.
S: He witness ( http: / / www.21cnjy.com )ed the execution of the most brutal order in the history of American warfare.
T: Well done! Look ( http: / / www.21cnjy.com ) at the two questions on top of the passage… Next, read the passage and answer them. Clear
S: Yes!
After about 3 minutes, check the answers.
T: Who’d like to try the first question
S: Let me have ( http: / / www.21cnjy.com ) a try. The Cherokee Indians were treated cruelly by the soldiers. The helpless Cherokees were arrested and dragged from their homes, and driven at the bayonet point into the stockades. They were loaded like cattle or sheep into 645 wagons and started toward the west. Men were shot in cold blood. Lands were confiscated. Homes were burned and the inhabitants driven out by these gold hungry brigands.
T: Very good. What about the second question
S: He wanted schoolch ( http: / / www.21cnjy.com )ildren to fully understand the enormity of the crime that was committed against a helpless race. Schoolchildren should know that they are living on lands that were taken from a helpless race at the bayonet point to satisfy the white man’s greed for gold and that the four thousand silent graves mark the trail of the Cherokees to their exile.
T: That’s righ ( http: / / www.21cnjy.com )t. Now please read the passage again and then work in pairs and discuss the questions on the screen.
Discussion
Show the questions on the screen.
1 Why could the ( http: / / www.21cnjy.com ) writer witness the execution of the most brutal order
2 Do schoolchildre ( http: / / www.21cnjy.com )n of today know the true sad history of the Native Americans If not, why
3 What are the writer’s feelings
The teacher goes ( http: / / www.21cnjy.com )around and helps the students if necessary. After a while check their work.
Suggested answers:
1 Because he was acqu ( http: / / www.21cnjy.com )ainted with many of the Indians and able to fluently speak their language and therefore he was sent as interpreter.
2 No, they don’t. The facts are being concealed from them.
3 He feels that t ( http: / / www.21cnjy.com )he execution of the most brutal order in the history of American warfare was a sad story with its sighs, its tears and dying groan.
Explanation
T: Now I’ll play th ( http: / / www.21cnjy.com )e tape twice for you. First pay attention to the pronunciation and the intonation. The second time, please mark the difficulties. If you have any questions, first refer to the Notes to the texts on Pages 134 and 135 and then ask me.
Play the tape re ( http: / / www.21cnjy.com )corder, and allow them enough time to solve problems on their own. After they finish that, explain other difficult points to them.
T: Do you still ha ( http: / / www.21cnjy.com )ve any language questions after referring to the Notes to the texts
S: Would you ( http: / / www.21cnjy.com )please explain the sentence “Being acquainted with many of the Indians and able to fluently speak their language, I …”to me
T: OK. We can understa ( http: / / www.21cnjy.com )nd it like this “As I was acquainted with many of the Indians and able to fluently speak their language, I …”. “Being acquainted with …” and “able to …” are used as adverbials of cause. Any other questions
S: No.
Step IV Summary and homework
T: Today we have re ( http: / / www.21cnjy.com )ad two passages about Native Americans. What can we learn from them
S: We learn about the ( http: / / www.21cnjy.com ) true history of Native Americans. Its history is one full of brutality, blood and massacre.
S: Schoolchildren of t ( http: / / www.21cnjy.com )oday in America should know the truth about their ancestors’ tragic experience.
T: Very good. After ( http: / / www.21cnjy.com ) class first please finish Activity 2 on Page 58、Activity 5 on Page 60 and Activities 4 – 6 on Pages 116 and 117. Second, write a short passage about the history of the Native Americans. Then preview LANGUAGE IN USE (1) and (2).
The Third Period Language Study
Ability goals 能力目标
Enable stude ( http: / / www.21cnjy.com )nts to use and, when, on, come, can, some and any properly.
Learning ability goals 学能目标
Help students to le ( http: / / www.21cnjy.com )arn how to use and, when, on, come, can, some and any properly.
Teaching important and difficult points教学重难点
How to use and ( http: / / www.21cnjy.com ), when, on, come, can, some and any in context properly, especially the difference between some and any.
Teaching methods教学方法
Explaining, summarizing and practicing.
Teaching aids教具准备
A computer and a projector.
Teaching procedures and ways教学过程与方式
Step I Revision
Check students’ homework.
T: Have you finished your homework
Ss: Yes.
T: I’ll ask some of you to report your homework. Any volunteers
S: Before th ( http: / / www.21cnjy.com )e arrival of the Europeans, there were some people who inhabited the North American continent. The original inhabitants of North America are referred to as Native Americans. They are believed to have come to North America from north-east Asia, arriving over a land bridge between Siberia and Alaska about 12,000 years ago. The early inhabitants formed tribes and prospered in the rich and fertile lands of North America. However, the arrival of Europeans, particularly from Britain and Spain, led to war and disaster. Native Americans were treated brutally by the Spanish. Altogether there were six biggest Native American ethnic tribes, such as the Cherokees and the Sioux. They fought against the invaders bravely. However, many of them were arrested, dragged and driven out of their own land. As a result, a lot of the Native Americans died of brutal treatment, starvation or disease. Today there are about two million Native Americans.
Then check t ( http: / / www.21cnjy.com )he answers to Activity 2 on Page 58、Activity 5 on Page 60 and Activities 4 – 6 on Pages 116 and 117with the whole class.
Step II Language in use
Help students learn to ( http: / / www.21cnjy.com ) use and, when, on, come, can, some and any through context properly, especially the difference between some and any.
First guide student ( http: / / www.21cnjy.com )s to finish the activities in LANGUAGE IN USE (1) and (2) one by one and help them to learn the usage of and, when, on, come, can, some and any referring to the explanation. Then get them to complete the two passages on Pages 61 and 63 and learn to use them in context properly. The main and the difficult point in this step is the difference between some and any.
Show the following sentences with some and any on the screen.
1 There’s some rice in the fridge.
2 Would you like some milk in your tea
3 I didn’t eat any meat.
4 Do you know any French
5 Give me a pen — any pen will do.
6 I can’t run any faster.
7 Is your father any better
T: Look at the seven s ( http: / / www.21cnjy.com )entences with some and any. Please work in pairs and discuss the difference between some and any.
Then help stu ( http: / / www.21cnjy.com )dents find out the difference and make a summary of the rules.
T: Any difference between some and any Who knows
S: Generally ( http: / / www.21cnjy.com )speaking, “some” is used in affirmative sentences, and in questions expecting a positive reply, which can be concluded from the first and the second examples; while “any” is used in negative sentences and in questions, which we can learn from the third and the fourth examples.
T: In which cases can ( http: / / www.21cnjy.com )any be used besides the usage mentioned just now
S: “Any” means one ou ( http: / / www.21cnjy.com )t of a number (the particular choice being important) in the fifth sentence. What’s more, “any” can be used with faster, slower, better, etc. in negative sentences and questions,
T: Well done! You kno ( http: / / www.21cnjy.com )w their usage quite well. Next let’s do some exercises about the words.
Step V Summary and homework
T: Today we’ve learne ( http: / / www.21cnjy.com )d how to use and, when, on, come, can, some and any in context properly, especially the difference between some and any. After class, first please finish Activities 1 – 3 on Page 115 and then read the passages on Pages 64 and 66.
The Fourth Period Reading (II)
Teaching goals 教学目标
1. Target language 目标语言
a. 重点单词和短语
admiral, junk, i ( http: / / www.21cnjy.com )mmigrant, pursue, elusive, sufficient, vital, credit, ease, tension, ailing, recover, transcontinental, stretch, blast, untapped, spur, territory, cultivate, profitable, riot, enact, exclusion, repeal, barrier, initiate, for the most part, consist of, in search of, with hopes of, in addition to, in particular, credit one with…, take up, result in, due to
b. 重点句子
1. But in Europe ( http: / / www.21cnjy.com ) it is believed that the first person to use the Cape of Good Hope as a sea route was Portuguese explorer Vasco da Gama, when he sailed from Europe to the East in 1497.
2. These work ( http: / / www.21cnjy.com )ers were good at using the gunpowder that was used to blast through the mountains and they created a vast network of track that opened up untapped resources not only in California but the northwest as well.
3. Chinese immigran ( http: / / www.21cnjy.com )ts may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city.
Ability goals 能力目标
Enable students to le ( http: / / www.21cnjy.com )arn about the Chinese Americans’ great contributions to the development of America and something about Zheng He.
Learning ability goals 学能目标
Help students realize ( http: / / www.21cnjy.com ) the importance of the Chinese Americans’ great contributions to the development of America and learn something about Zheng He.
Teaching important and difficult points教学重难点
How to understand the history of the Chinese Americans well.
Teaching methods 教学方法
Discussing, fast reading and careful reading.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step I Revision and lead-in
First check the ans ( http: / / www.21cnjy.com )wers to Activities 1 –3 on Page 115 and then arouse students’ interest in the Chinese Americans.
T: Have you heard of Yang Zhenning, Li Zhengdao and Ding Zhaozhong
S: I heard of Yang Zhenning and Li Zhengdao.
T: Would you like to tell us something about them
S: Yang was born on Sept. 22, 1922, in Hefei, Anhui Province in eastern China. He went to the United States and entered the University of Chicago in January 1946. After receiving his Ph.D. degree in 1948, Yang served for a year at the University of Chicago as an instructor and became a professor in 1955. Yang has worked on various subjects in physics, but has his chief interest in two fields: statistical mechanics and symmetry principles. While Li Zhengdao was born on November 24 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ), 1926 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ) in Shanghai ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ), China ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ). He went to the University of Chicago ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ) in 1946 ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ) and completed his PhD. Later, Li became the university's youngest full professor at Columbia University ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ). He did work on high energy particle physics, symmetry principles, and statistical mechanics ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 ). What’s the most important thing is that In 1957,Yang Zhenning and Li Zhengdao won the Nobel Prize in Physics jointly for their penetrating investigation of the so-called parity laws, which has led to important discoveries regarding the elementary particles.” Yang and Li were the first Chinese Nobel Prize winners. They are both Chinese-American phycists.
T: Thank you! How ( http: / / www.21cnjy.com ) much you know about them! Who knows something about Ding Zhaozhong Any volunteer
S: Let me try. On Ja ( http: / / www.21cnjy.com )nuary 27, 1936, Ding Zhaozhong was brought back to China by his parents when he was three months old. He moved to Taiwan with his parents in 1949. He once worked in the Nuclear Center in Europe for one year, and began teaching at Columbia University since 1964 and became professor at the Massachusetts Institute of Technology in 1967. He is a world-famous physicist, leading hundreds of scientists from different countries, to work on an important experiment to explore the universe’s origin. He is the first Nobel Prize winner to deliver a speech in Chinese at the award ceremony. It is Professor Ding Zhaozhong, the famous Chinese-American physicist.
T: Another le ( http: / / www.21cnjy.com )arned student. What great Chinese Americans! We should be proud of them. Today many Chinese Americans have played an important role not only in the development of America, but also in the development of the whole world. In fact the early Chinese Americans also made great contributions to the development of America, especially during the very foundation of the country. Today let’s learn about the history of the Chinese Americans.
Step II Reading (Page 66)
Ask students to ( http: / / www.21cnjy.com ) read the passage and realize the importance of the Chinese Americans’ great contributions to the development of America.
Pre-reading
T: Some of y ( http: / / www.21cnjy.com )ou know much about today’s Chinese Americans. But how much do you know about the history of Chinese Americans Now I’ll give you a quiz. Please work in pairs and try to answer the questions on the screen.
Show the questions in Activity 1 on Page 66 on the screen.
After a few minutes as ( http: / / www.21cnjy.com )k five of the students to report their discussion.
T: Who’d like to answer the first question
S: We both think ( http: / / www.21cnjy.com ) that probably in the middle of the 19th century, that’s to say, in the California Gold Rush, Chinese workers first went to the USA.
T: That sounds reasonable. Next one
S: Both of us think ( http: / / www.21cnjy.com ) that they mainly went to the West and South in the country. And California is one of the places.
T: Good. What about the third question
S: At first, dra ( http: / / www.21cnjy.com )wn by news of the California Gold Rush, they arrived in America with the purpose of make a big fortune. However, most of them didn’t realize their dreams.
T: OK. Then what jobs did they do
S: Some of them w ( http: / / www.21cnjy.com )orked in wool mills and shoe and clothing manufacturers and were the employees. But some immigrants even started their own factories and acted as the employers. Besides, some of them worked in the fields of mining, land development and irrigation or helped to build the Transcontinental Railroad.
T: The last one
S: Many Chinese Americans still live in America.
T: You all did a go ( http: / / www.21cnjy.com )od job. Is what you said correct or not Now please read the passage on Page 66 quickly and check your answers to the questions.
While-reading
T: Read the passag ( http: / / www.21cnjy.com )e again and try to make notes about the main idea and complete the table in Activity 4.
After a few minutes, check students’ understanding of the passage.
T: How many par ( http: / / www.21cnjy.com )ts do you think the passage can be divided into and what does each part tell us
S: Four parts, ( http: / / www.21cnjy.com ) in my opinion. Part 1, that is to say, the first paragraph, tells us why several waves of Chinese immigrants arrived in America. Part 2 includes the passages from Para. 2 to Para. 5, which tells us what the Chinese immigrants did when they really arrived there，and also their great contributions to the development of America. Part 3 referring to Para. 8 is about the wrong treatment of Chinese immigrants. And Part 4, the last paragraph, mainly tells us that Chinese immigrants continued to work in America as in the past.
T: Who can sum up the main idea of the passage
S: The passage is wri ( http: / / www.21cnjy.com )tten according to the timeline. So it tells us the history of the Chinese Americans, especially the Chinese Americans’ contributions to the very foundations of the USA and shows good relations between Chinese and America from the very beginning.
T: Very good.
Suggested answers to Activity 4:
Reason for coming to USA In search of economic success
Typical jobs Miners, workers in ( http: / / www.21cnjy.com )factories, suppliers of agricultural knowledge, workers to build the Transcontinental Railroad
Special contributions Transmit Chinese far ( http: / / www.21cnjy.com )ming techniques and help build the Transcontinental Railroad.
Reason for anti-immigrant protests The increasing belief that immigrants were occupying too many jobs
Reason for better relations between Chinese and Americans America began ( http: / / www.21cnjy.com )to realize that the treatment of Chinese immigrants was contrary to the very foundations of the country.
Get students ( http: / / www.21cnjy.com ) to read the passage again and finish Activities 5 and 6. After a few minutes, check the answers with the whole class
Post-reading
T: Since you ( http: / / www.21cnjy.com ) have got the general idea of the passage, now work in pairs and discuss your answers to the questions in Activity 7.
Go around the student ( http: / / www.21cnjy.com )s and give them a hand if necessary. After a few minutes, check their answers.
Suggested answers to Activity 7:
1 I feel that the con ( http: / / www.21cnjy.com )tribution the Chinese have made to the USA is very great. It was the Chinese Americans that took up the labor shortage, supplied the agricultural knowledge and helped build the railroads, especially during the foundations of the country.
2 In the 19th ce ( http: / / www.21cnjy.com )ntury, Chinese immigrants were once targeted due to the increasing belief that immigrants were occupying too many jobs in a city for a time. And in 1882, Congress passed the Chinese Exclusion Act which prevented Chinese without family already in the US from entering the country.
I think this happens in other countries today.
3 In my opinion, Chin ( http: / / www.21cnjy.com )ese people should be discouraged from working abroad. There are two reasons. Firstly, different countries have different customs and cultures, and different languages are spoken there. Chinese people may not be accustomed to these. And they will meet a lot of inconvenience. Secondly, The Chinese government has implemented the policy of supporting scholars to study abroad and bringing home advanced technology, academy, ideas…These people should come back and play their due role in our country.
4 I think the Chines ( http: / / www.21cnjy.com )e can make contributions to world peace and human progress in countries like the USA in the 21st century.
The west can learn culture-moral superiority from China.
5 I have ever met a ( http: / / www.21cnjy.com ) Chinese person who has lived in the USA. Her way of life and belief about life are different from me.
Explanation
T: Now I’ll play the ( http: / / www.21cnjy.com )tape twice for you. Please make a mark where you have difficulties while listening.
After students ( http: / / www.21cnjy.com )finishing listening, deal with the following points first and then the students questions.
Show the following points on the screen.
for the most par ( http: / / www.21cnjy.com )t, consist of, in search of, with hopes of, in addition to, in particular, credit one with…, take up, result in, due to
These workers were goo ( http: / / www.21cnjy.com )d at using the gunpowder that was used to blast through the mountains and they created a vast network of track that opened up untapped resources not only in California but the northwest as well.
Chinese immigrant ( http: / / www.21cnjy.com )s may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city.
T: Do you have any problems
S: I don’t know whethe ( http: / / www.21cnjy.com )r the word “that”can be replaced by “which” or be left out in the sentence “Chinese immigrants may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city.”
T: Good question. Here ( http: / / www.21cnjy.com ) the clause introduced by “that” is an appositive clause, which is used to explain the concrete content of the noun “belief” before it. Though “that” has no meaning and can’t act as any member in the clause, it can’t be left out and replaced by “which”.
T: Do you still have anything you can’t understand
Ss: No.
Step III Reading (Page 64)
Get students to read and learn more about Zheng He.
Lead-in
T: By now we’ve talk ( http: / / www.21cnjy.com )ed much about the Chinese Americans. So we know the two countries connected with each other since the early time. I think you must hear of Zheng He, right …Who can tell us something about him
S: Zheng He once led a ( http: / / www.21cnjy.com ) fleet of many ships to make seven far-ranging voyages. Passing the Southeast Asian countries, the Indian Ocean, Persian Gulf and Maldives Islands, Zheng He explored as far as Somalia and Kenya on the eastern coast of Africa. These were the largest-scale and longest voyages in the world before the age of Columbus. These seven voyages, unprecedented in size, organization, navigational technology, and range, demonstrated not only the power and wealth of the Ming Dynasty, but also Zheng He’s extraordinary command ability.
T: You have a good kn ( http: / / www.21cnjy.com )owledge of history. Was he the first foreigner to visit the Americas Any volunteer
S: Yes. I think so.
S: But I don’ ( http: / / www.21cnjy.com )t think so. There are no historical records, so our history textbooks don’t tell us this point.
T: I think you must wa ( http: / / www.21cnjy.com )nt to know more about this. Now let’s read the passage on Page 64, which can help us to get something related to the question.
Fast reading
Ask students to lo ( http: / / www.21cnjy.com )ok through the passage and find the names of a writer, a leader of a country, a Chinese sailor and a European explorer. After 2 minutes, check the answers with the whole class.
Suggested answers to Activity 2:
1 a writer: Gavin Menzies 2 a leader of a country: Zhu Di
3 a Chinese sailor: Zh ( http: / / www.21cnjy.com )eng He 4 a European explorer: Vasco da Gama
Careful reading
T: This time read the ( http: / / www.21cnjy.com )passage carefully, and then work in pairs to find some detailed information according to the requirement of Activities 3 and 4.
Suggested answers to Activity 3:
1 When Menzies was re ( http: / / www.21cnjy.com )searching his book in Venice, Italy, he was shown a map dated 1459, which included southern Africa and the Cape of Good Hope. On the map was a note about a voyage from east to west round the Cape in 1420 and a picture of a Chinese junk.
2 The fact would ( http: / / www.21cnjy.com ) imply that the first person to use the Cape of Good Hope was not a Chinese.
3 The reason for ( http: / / www.21cnjy.com ) the lack of historical record to prove it is probably that records of the voyages were destroyed by an official called Liu Daxia, who opposed the voyages and burned the reports that Zheng wrote for the emperor.
4 From the passag ( http: / / www.21cnjy.com )e we know that a professor at Wuhan University, has his doubts. “If Zheng He really went to America, why are there no historical records ” he asked. And in Europe it is believed that the first person to use the Cape of Good Hope as a sea route was Portuguese explorer Vasco da Gama, when he sailed from Europe to the East in 1497. So some people doubted Zheng He’s voyage.
5 Menzies said “Nobo ( http: / / www.21cnjy.com )dy has ever explained why 15th century European explorers had maps. Who drew the maps There are millions of square miles of ocean. The Chinese had the biggest ships in the world. If they didn’t draw the maps, who did ” Menzies implied that the Chinese must have drawn the first maps by saying these words.
Suggested answers to Activity 4:
1 “junk”, “vessel” and “ship”.
2 “foreigner.”
3 “may” and “probably”.
Step IV Reading and speaking( Page 117)
Ask students t ( http: / / www.21cnjy.com )o read the passage on Page 117 and try to finish Activities 7 – 9 in Workbook.
T: Have you heard of ( http: / / www.21cnjy.com ) American’s first international celebrity She was Pocahontas, the “Indian princess”. It was she that encouraged emigration from Britain to Virginia. I think you must want to learn about what happened. Now let’s read “The Story of Pocahontas” on Page 117 and try to finish the activities.
Suggested answers:
Activity 8:
1 Ten percent of the population of Jamestown survived.
2 She was eighteen.
3 Because she was he ( http: / / www.21cnjy.com )ld hostage by the English settlers and while she was held hostage, she met and married an Englishman called John Rolfe. As a result, she went to England.
4 Yes, it was.
5 In England.
6 Edith Wilson, th ( http: / / www.21cnjy.com )e wife of Woodrow Wilson, who was president of the United States from 1913 to 1921.
Activity 9:
1 In my opinion, the ( http: / / www.21cnjy.com )Algonquians didn’t want the white settlers to live on their land. They wanted the white people to leave the area.
2 Before Pocahontas c ( http: / / www.21cnjy.com )ame to England, British people were worried about stories of danger, violence and kidnappings. But after she visited England and lived London for a year, meeting the King of England, people in England changed their minds.
3 I think the story ( http: / / www.21cnjy.com )of Pocahontas saving the life of John Smith is true.
Step V Summary and homework
T: Today we hav ( http: / / www.21cnjy.com )e mainly read two texts on Pages 64 and 66. What can you learn from the two texts
S: By reading the ( http: / / www.21cnjy.com )m, we know how great the Chinese people are. They are knowledgeable and helpful, which can be seen from the great contributions that the Chinese Americans made to the development of the USA, especially during the very foundation of the country.
S: We also know tha ( http: / / www.21cnjy.com )t Zheng He, the Chinese navigator, may have been the first foreigner to visit the Americas and most of the renowned European explorers actually sailed with maps charted by the Chinese according to Gavin Menzies. We should be proud of Zheng He and all our Chinese people.
T: Good. After class p ( http: / / www.21cnjy.com )lease finish Activity 1on Page 64 and Activity 2 on Page 66.
The Fifth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
a. 重点短语
bring up, first o ( http: / / www.21cnjy.com )f all, to his / her surprise, be famous for, be known for
b. 重点句式
1. It was not until him / her … that …
2. He was lucky to …
3. He / She was the first person to…
Ability goals 能力目标
Enable students to learn to give a lecture about a famous explorer.
Learning ability goals 学能目标
Help students l ( http: / / www.21cnjy.com )earn to give a lecture about a historical person or event.
Teaching important and difficult points教学重难点
Teach students how to give a lecture about a famous explorer.
Teaching methods 教学方法
Discussing and cooperative learning.
Teaching aids 教具准备
Some slides and a projector.
Teaching procedures & ways 教学过程与方式
Step I Homework checking
First check th ( http: / / www.21cnjy.com )e answers to Activity 1on Page 64 and then ask some students to read and share their answers to Activity 2 with others.
Suggested answers to Activity 2 on Page 66
· California Gold Rush
The Gold Rush of 18 ( http: / / www.21cnjy.com )48, a watershed(分水岭) in American history, helped mold the country into its modern shape, transforming the wilderness and pushing the country into the Civil War. The Gold Rush changed the national psyche(精神), pulling the country away from a puritan ethic and toward a new “a dream of instant wealth”, the fruits of “boldness and luck”. In 1849, gold was discovered in California. An important stimulus to western prosperity was the great improvement in transportation facilities
· the Civil War
The war was fought ( http: / / www.21cnjy.com ) because of slavery and the slaves’ own civil rights. The Civil War ended slavery and slaves were freed and society began to change quickly. After the war, the intelligence contributions of black Americans became obscure. It made US become a whole and a stronger nation.
· Transcontinental Railroad
The first Tr ( http: / / www.21cnjy.com )anscontinental Railroad was considered the greatest technological feat of the 19th century. It served as a vital link for trade, commerce and travel that joined the eastern and western halves of late 19th-century United States.
· the American West
Briefly, the history o ( http: / / www.21cnjy.com )f water development contains the whole story of the West, from start to present. Early modern irrigation worked miracles and opened to the plow land previously unavailable for agriculture -- land that now feeds the nation and much of the world. If it were not for these early, massive hydro-projects, not one of the great cities of the West would be even conceivable; millions upon millions of people would and could never have considered settling the western half of the continent. The American West has always exerted a profound influence on American life and thought. Successive waves of westward expansion were of great importance in populating and developing the land.
· slaves
In the early 19th cent ( http: / / www.21cnjy.com )ury, slavery began to assume greater importance as a national issue. As late as 1808, when the international slave trade was abolished, many thought that slavery would soon end. But during the next generation, the South became solidly united behind the institution of slavery as new economic factors made slavery far more profitable than it had been before 1790. Chief among these was the rise of a great cotton-growing industry. Sugarcane and tobacco, two labor-intensive crops, also contributed to slavery's extension.
· Congress
The period fr ( http: / / www.21cnjy.com )om the end of the Civil War to the early 20th century was an era of great congressional power. With the end of the Civil War, the Nation entered a period of rapid industrialization, population growth, and development of its urban centers. The congressional domestic agenda began to focus more on national issues, especially regulatory matters. The legislature became more involved in the daily lives of its citizens. As a result, Congress became a more attractive domain in which to gain and exercise power, and career patterns of Members began to change from relatively brief congressional careers to careers that emphasized a commitment to congressional service. In December 1865, Congress ratified the 13th Amendment to the U.S. Constitution, which abolished slavery.
· the South
The southern states with their fertile soil and hot climate were suitable for large cotton plantations operated by slave labor. Manufacturing industries were practically non-existent. The cotton plantations, where the Negro slaves were worked to death, spread westward. Due to the South's powerful agricultural success, the region became integral to the political history of the United States ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网" \t "_top ), with the South supplying many of the United States' early military and political leaders (including nine of its first twelve presidents ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网" \t "_top )).
· plantations
Plantations were almos ( http: / / www.21cnjy.com )t exclusively devoted to cultivation of the great Southern staples—tobacco, rice, and, later, indigo…. The plantations had four million plants growing.
Step II Writing
Get students to l ( http: / / www.21cnjy.com )earn how to write a passage and give a lecture about a famous explorer.
T: We have learned ( http: / / www.21cnjy.com )something about Columbus and Zheng He, two household explorers. Do you still remember any other great and famous explorers mentioned in the first period
Ss: John Cabot, Sir Hu ( http: / / www.21cnjy.com )mphrey Gilbert, James Cook, Francis Drake, Martin Frobisher, John Franklin, Henry Hudson, Jacques Cartier, Samual de Champlain, Marco Polo, Hernando Cortes, Vasco da Gama, Gaspar Corte Real , Henny the Navigator and The Vikings.
T: OK. In China, th ( http: / / www.21cnjy.com )ere are also some other famous explorers like Xu Xiake. Work in pairs. Choose a famous explorer to research his / her life. Now that the topic of the writing is a famous explorer, the main point is about…
S: The expedition.
T: Good! Next, discuss what aspects we are going to write about.
After a while c ( http: / / www.21cnjy.com )heck students’ work. Then show some key points on the screen.
· their name and dates
· what they did
· where they went
· how long the expedition(s) took
· when the expedition took place
· any moments of danger or other special events
· their achievements or discoveries
T: You see, yo ( http: / / www.21cnjy.com )u have to make notes on these details. Now read Activity 2& PRESENTITION SKILLS, they are of great help.
Allow students enough ( http: / / www.21cnjy.com ) time to read and understand the two activities. Walk around and give them a hand if necessary.
After students finis ( http: / / www.21cnjy.com )h their writing, ask some of them to give their lecture to the class.
One possible version:
I’m going to ta ( http: / / www.21cnjy.com )lk about a great and famous explorer, James Cook. He was born in the north of England on October 27th, 1728 and died on February 14th, 1779. He was brought up in a poor farmer worker’s family. At the age of 18 he joined a ship and quickly became a skilled seaman.
James Cook was select ( http: / / www.21cnjy.com )ed to lead a 1768 expedition to observe the transit of Venus, and to explore new lands in the Pacific Ocean, which is his first voyage of Endeavor. Unfortunately, during this voyage the ship struck a coral bed, which tore a large hole in the side of the ship. But Cook’s quick thinking saved the expedition. This expedition ended in July 1771. He made his second voyage of Resolution and Adventure from 1772 to 1775. The object of Captain Cook's second Pacific Ocean voyage was to confirm the existence of a theorized Great Southern Continent The third great voyage of Resolution and Discovery from 1776 to 1780 is especially significant to the history of the west coast of North America. Captain Cook and his men were primarily searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean.
He led the th ( http: / / www.21cnjy.com )ree great voyages of scientific exploration to the Pacific Ocean. He was the first to chart Australia’s east coast and sail around New Zealand. His voyages to the Pacific had a tremendous impact on European society, for whom the area was very little known. To this day, He is known all over the world as one of the greatest maritime explorers whose charts gave an accurate picture of the huge Pacific Ocean for the first time.
Step III Speaking and writing ( Page 120)
Ask the students ( http: / / www.21cnjy.com )to talk something about Americans by looking at some photos and write a short passage with the title “What I Know About Americans”.
T: In this modu ( http: / / www.21cnjy.com )le, we’ve lear