Unit 1 A land of diversity.docx

Unit 1 A land of diversity.docx

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Unit1Alandofdiversity

Unit1Alandofdiversity

教材分析

I．教学内容分析

本单元的中心话题是美国第三大州——加利福尼亚。

本单元的两篇文章分别采用两种写作手法来让读者了解加利福尼亚的具体情况。

WarmingUp部分以填图的形式让学生对美国的地理有一个初步的认识，同时也让他们了解加利福尼亚州的位置，为学习阅读文章做准备。

这部分可以以小组活动的形式进行，努力调动学生讨论的积极性，以达到热身的效果。

Pre-reading部分让学生观看加州的土著人、金矿工和中国城的图片，并多针对这些图片进行讨论，激发学生对加利福尼亚的兴趣。

Reading部分是详细介绍加州居民和移民的历史，更加形象地使学生认识到“美国是民族的熔炉”。

LearningaboutLanguage部分突出了词汇和语法的学习与训练。

本单元的语法是名词性从句的具体用法。

UsingLanguage部分中包括了听、读、写三个部分的内容，是本单元主要篇章的有力补充和辅助。

学生可从乔治的旅游过程中了解加州的旅游景点，以及其文化、习俗和人们的生活状况。

该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。

其中写作部分是训练学生选取和组织材料的能力——通过思考，写出叙述合理且思路清晰的电子邮件或者明信片。

LearningTip指导学生掌握和别人交谈时的技巧，以及鼓励别人说话的方法。

II．教学重点和难点

1.教学重点

（1）本单元教学目的和要求中的生词和短语；

（2）掌握运用名词性从句的具体用法；

（3）了解加利福尼亚移民的特点以及加州的人文、历史等。

2.教学难点

（1）了解美国文化的多元化特征，培养学生跨文化交际的意识，提高他们自身的素质；

（2）学会使用“方向和位置”来介绍一个地方或描述一个事件，以及鼓励别人说话的方法；

（3）学写有关介绍国家或城市等的说明文。

III．教学计划

本单元建议分六课时：

第一课时：

WarmingUp,Listening（Workbook）&Talking（Workbook）

第二课时：

Pre-reading,Reading&Comprehending

第三课时：

LearningaboutLanguage

第四课时：

UsingLanguage

第五、六课时：

Listeningtask（Workbook）,Speakingandwritingtask（Workbook）&Readingtask（Workbook）

IV．教学步骤：

Period1WarmingUp,Listening（Workbook）&Talking（Workbook）

TeachingGoals:

1.ToenableSstotalkaboutthingsabouttheUSA.

2.TodevelopSs’abilityinlisteningandspeaking.

TeachingProcedures:

Step1.Leading-in

Purpose:

ToarouseSs’interestinthetopicofthisunit.

AskSstolookatthefollowingpicturesandtalkaboutthequestions.

1.Ifyouwanttolearnsomethingaboutacountry,astate,etc,whatdoyouwanttoknow?

2.HowmanystatesarethereintheUSA?

3.HowmanyGreatLakesarethereinAmerica?

4.WhichoceandoesCaliforniaborder?

andotherquestionsiftimepermits.

Step2.WarmingUp

Purpose:

TointroducethetopicofthisunittoSsintheformofdiscussion.

1.AskSstowritethenamesonthemaponP1accordingtotherequirementsassoonaspossible.ThengetSstoaskeachotherthequestions.Iftimepermits,haveoneortwogroupstopresenttheirdialoguetothewholeclass.

（1）HaveyoueverbeentoAmerica?

Doyouwanttogothere?

（2）Ifso,whichcityorstatedoyouwanttogotofirst?

Why?

（3）Whenyoutravelaroundallthecityorstate,canyoudescribeitindetails?

2.DivideSsintofourgroupsandaskthemtotalkaboutthedifferencebetweenCaliforniaandWashingtonD.C..DifferentSsmaygivedifferentanswers.Makenotesofsomevaluableinformationandreachaconclusion.

Whataretheadvantagesanddisadvantagesofeach?

California

WashingtonD.C.

Advantages

GetalongwellwithmanyChinese-Americans;manyplacesofinterest;thecenteroffinance;CaliforniaInstituteofTechnologyandStanfordUniversity.

ThecapitalofUSA;thecenterofgovernment;thecenterofculture;manygovernmentemployeeshere;manyinterestingplaces;largeinareabuthasasmallpopulation.

Disadvantages

Alargenumberofearthquakes;Oftendryandshortoffreshwater

Problemsofhumanrightsandpublicsecurity;thereiscrimefrequently.

3.AskSstodiscussthefollowingquestionsandencouragethemtogiveasmuchinformationaspossible.Afterthediscussion,theteachercanwritedownsomekeywordsontheblackboardtohelpSstohaveageneralimpressionofUSAandCalifornia.

（1）Haveyouevertalkedwithore-mailedpeoplewhohavebeenUSA?

（2）IfthegovernorofCalifornia,ArnoldSchwarzenegger,comestoChinaandyouhaveachancetoaskthreequestions,whatdoyouwanttoask?

Conclusion:

USAisadevelopedcountryandhasmanykindsofculturesandCaliforniaisthethirdlargeststate.UnitedStatesofAmericaiscomposedofafederaldistrict—WashingtonDCand50states.AllthestatesexceptforHawaiiislandsaresituatedinmainlandAmerica.Ithasapopulationofabout2,900million.Itsareais9,370,000sqkm.TheclimateofUSAismainlytemperateinnaturebutinHawaiiandFlorida,itistropical.TheAmericanPresidentlivesandworksintheWhiteHouse.TheStatueofLibertyis46metershigh,withatorchinherrighthandholdingaloftandDeclarationofIndependenceinherleft.CaliforniaisoneoftheAmericanstatesofthelargestpopulation,withthemostdevelopedeconomy.

Step3.Pre-listening

Purpose:

TohelpSstoguessthemainideaaboutthelisteningbythegiveninformation.

1.AskSstodiscussthepictureonP46withtheirpartnersingroupsofsix.

（1）Whatarethepeopledoing?

（2）Canyouguesswhatfestivalitmaybe?

（3）Whatactivitiescanthepeoplehold?

2.GetSstolookthroughthequestionsandlettheirpartnersstatetheiropinionsonthelisteningmaterial.Atthesametimeremindthemofthekeywords:

what,where,when,whyandpreparations.Aftertalking,askSstopresenttheiropinionstoallclassmates.

Step4.Listening（Workbook）

Purpose:

Tolearnhowtonarrateastory.

TodevelopSs’listeningability.

TogainsomeinformationaboutAmericancityNewOrleans.

1.AskSstolookthroughthesentencesofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstoprepareforEx3onP46.

2.AskSstolistentothetapeagainandmarkthelocationofNewOrleansonthemapandfinishEx4onP47.

Step5.Talking（Workbook）

Purpose:

TogetSstotalkaboutacityorprovinceinChina.

1.Pre-speaking:

（1）AskSstothinkaboutthefollowingquestionsandthenpresenttheirviewstoallclassmates.

①Whoaretheheroorheroinduringthetalk?

②WhatisthelocationofNewOrleans?

③WhydidMandyLonggotoNewOrleans?

（2）AskSstodiscussthequestionsgiveninEx1onP47andpresenttheiropinionsinclass.Theanswersaredifferentaccordingtotheirchoices.

2.While-speaking

Purpose:

TogetSstotalkwithothersandimprovetheirskillsinspeaking.

（1）Showsomepicturesforthestudentsasexamplesanddiscussthequestion.

WhatwouldyouliketoseeinChina?

（2）Askstudentstousethefollowingwordsandphrasesinthediscussion.

Ithink/don’tthink…Ilikedoing/todo…

Itwouldbepossibleto…Wheredoyoulike…?

Iprefer…Whatdoyouthinkof…？

Inmyopinion……wouldbeaperfectplaceforme.

（3）Afterthediscussion,asksomepairstopresenttheirdialogues.

Sampledialogue:

S1:

Hi,everyone.ThisisJudySmith,andyou’relisteningtoadailyprogramaboutdifferentplacesofinterestintheworld.Todayontheshow,wehaveLiHua,aChinesestudentwhoisstudyinginYaleUniversity.Welcome,LiHua.

S2:

Thankyouforhavingme.

S1:

Whichcitydoyouliketovisitinyourcountry?

S2:

IlikevisitingJi’nan.ItisaperfectplaceformebecauseIwasbornthere.

S1:

Oh,youmustknowmoreaboutthiscity.

S2:

Ofcourse.IthinkJi’nanisabeautifulcity.IfIsaysomethingaboutit,youwillwanttogothereverymuch.

S1:

Nowfirst,tellusexactlywhereJi’nanis?

S2:

It’sinthenorthofShandongProvince.Itisthecapitalcity.TheYellowRiverflowsthroughit.Ithasanareaof91,058sqkm.

S1:

Whatdoyouthinkofthiscity?

S2:

Inmyopinion,itisacityworthvisiting.Itiscalled“thespringcity”becausetherearemanyfamousandsplendidspringsinthecity.Alsotherearelotsoffamousmountainsandparks.Itisaperfectplaceforyoutovisit.

S1:

Isee.Itmustbeyourpride.Andwhenyougraduatefromtheuniversity,doyoustillwanttoreturnthere?

S2:

Well,myparentsstillliveinthecity,andtheywishIcangobacktomakeacontributiontothecity.Allthesame,Iwanttodevotemyselftomakingthecityevenprettier.SoIwillchoosegobacktomyhomeland.

S1:

Canyoudescribetheculturesandcustomsinyourborncity?

S2:

…

Step6.Homework

1.AskSstocontinuetalkingaboutafamiliarplacewithyourclassmates.

2.AskSstogooverallthenewwordsandpreparefortheReadingpart.

Period2Pre-reading,Reading&Comprehending

TeachingGoals:

1.ToreviewwhatSshavealreadyknownaboutCalifornia?

2.TodevelopSs’somebasicreadingskills.

3.ToarouseSs’interestinlearningaboutthehistoryofpeopleinCalifornia.

4.TohelpSslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.

TeachingProcedures:

Step1.Pre-reading

Purpose:

ToarouseSs’interestinlearningaboutAmericaninhabitants.

1.Showsomepictures,andencourageSstogiveasmuchinformationaspossible.

2.AskSstoillustratesomethingaboutCalifornia.Thenletthemdiscussingroupswhateachpicturemeans.

SuggestedAnswers:

Picture1:

LifeofNativeCalifornianIndians

Picture2:

ACaliforniangoldmineraround1849

Picture3:

AtraditionalChinesebuildinginSanFrancisco’sChinatown

Picture4:

NativeAmerican

Picture5:

ASpanishmonk

Picture6:

AfricanAmericans

3.GetSstotalkfreelywiththeirpartnersaboutwhateachpictureisaboutandhoweachonerelatestoCalifornia.Aftertalking,askthestudentstopresenttheirownopinionsinclass.

SuggestedAnswers:

Picture1:

AnativeAmericanIndian—oneofthefirstpeopletoliveinCalifornia.

Picture2:

Agoldminer—thediscoveryofgoldinCaliforniacreatedagoldrushwhichbroughtpeoplefromallovertheworldtoCalifornia.

Picture3:

AbuildinginChinatown,SanFrancisco—manyChinesehavesettledinCaliforniaandmanyofthemliveinChinatowninSanFrancisco.

Picture5:

ItshowsusaCatholicreligiousmanwhocametoCaliforniatoteachthenatives.Intheearly16thcentury,Spanishfoughtagainstthenativepeople,tooktheirlandandsettledinCalifornia.

Picture6:

SomanyAfricanAmericanswerehavingclassesintheschool.In1924,theUnitedStatesCongressgaveNativeAmericansthesamerightsasothercitizensforthefirsttime.Schoolsegregationanddiscriminationi