unit 1 the land of diversity Reading

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Unit 1 The land of diversity
1. 单元教学目标
技能目标Skill GoalsTalk about the USATalk about (going) places Learn the words about the USALearn how to ask questions and make commentsLearn the usage of the Noun ClausesWrite an introduction to places Study the culture and people of the USA
II. 目标语言
功能句式 Talk about (going ) places Where have you visited recently When did people first live there What is the climate like Why is it so warm/cold/dry/wet there What’s the population of … How many nationalities live there What did you think about the people What is the most important festival there How do they celebrate it What other interesting things did you see That’s interesting / terrific / marvelous / cool / lovely/beautiful, wonderful!You’re exciting / wonderful.Good / Creative /Fantastic / Super job!
词汇 四会词汇strait, means, slavery, Spain, majority, Catholic, Mexico, immigration, percentage, Denmark, Danish, aircraft, Korea, Korean, Pakistan, Pakistani, mix, mixture, nationality, racial, applicant, socialist, occur, central, cattle, indicate, swap, luggage, tram, apparent, apparently, slip, bakery, ferry, hire, seagull, insert , react认读词汇illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz3. 词组The Bering, by means of, the Pacific Islands, make a life, occur to…, cable car, team up with …, mark out, take in , a great / good many
语法 Learn to use the Noun Clauses
重点句子 1. However, it is likely that Native Americans were living in California … P22. Of the first Spanish to go to …, the majority were … P23. This is why … P24. Many died or returned home, but … P25. Although Chinese immigrants … , it was the building of… P36. It is believed that before long…　 P37. Built in 1873, …was invented by… P68. It’s a …that takes in … P69. He was noticed by …and to find… P5110. He spoke publicly about…, using his fame to help… P51
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的知识，开扩了视野，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。能过学习，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 要求学生在了解课文的基础上，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 the 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是由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 speaking, 都是有与假日旅游相关的知识，整合为一节综合课（一）。
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 Reading
2nd Period Language study
3rd Period Grammar
4th Period Integrating skills (I)
5th Period Extensive reading
6th Period Integrating skills (II)
IV. 分课时教案
The First Period Reading
Teaching 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 life
a. 重点句子
However, it is likely that Native Americans were living in California …
Of the first Spanish to go to …, the majority were …men who…
This is why …as a first or second language.
Many died or returned home, but … to make a life for…
Although Chinese immigrants, it was the building of… that brought…
It is believed that before long… so … that …, but…
2. 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 and a projector and some pictures.
Teaching procedures & ways教学过程与方式
Step I Lead-in
T: 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 world power with the most developed economy. It lies in the North America, bordering both the North Atlantic Ocean and the North Pacific Ocean, between Canada and Mexico. There are fifty states in the US. Forty-eight of them are in the single region between Canada and Mexico; this group is referred to, as the continental or contiguous United States. Two of the 50 states, Alaska (a state in northwestern North America) and Hawaii (a state in the central Pacific on the Hawaiian Islands), are not contiguous with any of the other states. In the past few years, we’ve seen or heard many of the world’s events which have something to do with the US, such as the September 11 attacks, Iraqi war, Kartrina Hurricane, etc. Today we are going to learn more about this powerful country. First, look at the following pictures.
Show some pictures on the screen.
T: All right. Now please tell me what you know about them Who wants to have a try
S1: The American flag is the Star- Spangled Banner. There are 50 stars with white and red strips on the rest of the flag.
S2: The stars stand for 50 states. The red color symbolizes courage; the white symbolizes freedom and the blue means loyalty and justice.
S3: The White House is the executive mansion of the President of the United States. The American President lives and works in the building.
S4: There are many important places in it, such as the pressroom and the oval office.
S5: The Statue of Liberty is standing on a small island in New York Harbor.
S6:In 1886, French sent it as a gift for American Independence Day on her 100th anniversary.
S7: The crowned lady is 46 meters high, with a torch in her right hand holding aloft and Declaration of Independence in her left.
S8: For a century, the Liberty has been standing on the Island proudly symbolizing the spirit of independence of the USA.
T: Very exactly. What else do you know about the USA
S9: A federal republic, United States of America is composed of a federal district, Washington DC and 50 states. All the states except for Hawaii islands are situated in mainland America.
S10: It has a population of about 2,900 million. Its area is 9,370,000 sq km.
S11: The climate of USA is mainly temperate in nature but in Hawaii and Florida, it is tropical.
S12: The language they mainly used is English.
Step II Warming up
Ask 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.
Ocean Country Mountain Range Lakes River City
East West North South West East Huron, Ontario, MichiganErie, Superior Mississippi Washington, New York,Los Angeles, Chicago, Houston, Philadelphia, Miami, Atlanta, San Francisco
Pacific Atlantic Canada Mexico Cascade CoastBrookAlaskaRocky Appalachian
Step III: Pre-reading
T: 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 and ecological environment.
T: Correct. Anything else do you know about the state
S2: It has an area of 411.ooo 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 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 the 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 Reading
Scanning
Ask 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
1. When and why did the large number of Chinese immigrate to California
1. 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!
Skimming
In this part, the students will read the test 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 test 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.
CALIFORNIA
Stage People Time Event
Native Americans Asians 15,000 Arrived first
Natives 1600s Suffered by Europeans
Spanish Spanish 1600s Took native’s land
1800s Ruled by Spain
1821 Became part of Mexico
1846 Declared war & Given back
Russians Russians 1800s Settled in
Gold miners South AmericansAmericans,Europeans, Asians 1848 Discovered &Rush for gold
1850 Became a state
Later arrivals Africans 1800s Moved from Mexico
Chinese 1860s Built the railway
Japanese Early 1900 Farmed
Demark 1911 Established a town
Jewish By 1920s Developed industry
Italians Late 1900s Fished and made wine
Africans 1942~1945 Worked in ship & aircraft industries
RecentArrivals Indians, Pakistanis 1970s Worked in Computer industry
Cambodians, Koreans,Vietnamese, Laotians Recentdecades Immigrated
Future Different parts Future Immigrated
Explanation
T: 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 … (P2)
2. Of the first Spanish to go to …, the majority were …men who… (P2)
3. This is why …as a first or second language. (P2)
4. Many died or returned home, but … to make a life for… (P2)
5. Although Chinese immigrants … , it was the building of… that brought…(P3)
6. It is believed that before long… so … that … ,but… (P3)
Sample answers:
1. But it is probably that the Native Americans had been lived in California for over 15,ooo years.
2. Most of the first Spanish in California believed in God and they came there in order to teach the natives about it.
3. Nowadays more than a quarter of Californians speak Spanish as their native language or second language because there is a strong Spanish influence in California.
4. A lot of people rushing for gold lost their lives or went back home, but most of them left in California to make a living for themselves in the new towns or on farms.
5. Chinese people began to immigrate to California during the Gold Rush Period. However, more Chinese immigrants arrived there to build the railway from the west to the east coast in the 1860s.
6. People believe that in the near future the different races will be combined very well and there will be a community of many nations and cultures without any major groups of them.
Step V Comprehending
Ask 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 left picture on page 1 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 European arrived.
S3: They suffered a lot by Europeans, thousands were killed or forced into slavery.
S4: The middle picture on page 1 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 many races and cultures.
S10: The picture on page 2 shows us a Catholic religious man who came California to teach the natives.
S11: In the early 16th century, Spanish fought against the na ve 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 Consolidation
First 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 characteristic:
1. The text is arranged well in the order of time.
2. The text catches the feature of people and things and use adjectives very exactly.
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,ooo 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 Asian, African, 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 Homework
1. Ask the students to discuss the question in Activity 4 on page 4, 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
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