選修八-Unit-1-unit5全冊(cè)教案

Unit1Alandofdiversity

I.單元教學(xué)目標(biāo)

技能目標(biāo)SkillGoals

ATalkabouttheUSA

ATalkabout(going)places

▲LearnthewordsabouttheUSA

▲Learnhowtoaskquestionsandmakecomments

▲LearntheusageoftheNounClauses

▲Writeanintroductiontoplaces

▲StudythecultureandpeopleoftheUSA

II.目標(biāo)語(yǔ)言

Talkabout(going)places

Wherehaveyouvisitedrecently?

Whendidpeoplefirstlivethere?

Whatistheclimatelike?

功Whyisitsowarm/cold/dry/wetthere?

能What'sthepopulationof...?

句Howmanynationalitieslivethere?

式Whatdidyouthinkaboutthepeople?

Whatisthemostimportantfestivalthere?

Howdotheycelebrateit?

Whatotherinterestingthingsdidyousee?

Thafsinteresting/terrific/marvelous/cool/lovely/beautiful,

wonderful!

You'reexciting/wonderful.Good/Creative/Fantastic/Superjob!

1.四會(huì)詞匯

StraitdistinctArcticmeansmajorityministryCatholic

hardshipelectfederalrailpercentageItalyDenmarkboomaircraft

KoreaKoreanPakistanimmigrationracialcrossingvicenephew

詞poleapplicantcustomssocialistoccurcattleindicateluggage

匯shavetramapparentapparentlybrakeconductorslipbakeryferryhire

seagullanglenowherepunishmentjusticemourncivilauthorityrefonn

graspthankfulinsert

2.認(rèn)讀詞匯

illustrate,Alaska,prehistoric,immigrant,Hollywood,Laotian,conqueror,

cable,Andrew,wharf,Alcatraz

3.詞組

Liveon,theArctic,bymeansof,makealife,keepup,backtoback,team

upwith,markout,takeinagreat/goodmany,applyfor

結(jié)LearntousetheNounClauses

構(gòu)

1.However,itislikelythatNativeAmericanswerelivinginCalifornia...

P2

重2.OfthefirstSpanishtogoto...,themajoritywere...P2

點(diǎn)3.Thatiswhy...P2

句4.Somediedorreturnedhome,but...P2

5.AlthoughChineseimmigrants...,itwasthebuildingof...P2

6.Itisbelievedthatbeforelong...P3

7.Builtin1873...wasinventedby...P8

8.It'sa...thattakesin...P8

9.Hewasnoticedby...andtofind...P51

10.Hespokepubliclyabout...,usinghisfametohelp...P51

m.教材分析和教材重組

i.教材分析

本單元以“地域文化”為主題，旨在通過(guò)單元教學(xué)，使學(xué)生了解有關(guān)美國(guó)地理

方面的知識(shí)；學(xué)習(xí)加利福尼亞州的簡(jiǎn)介，使學(xué)生對(duì)美國(guó)的文明史略見(jiàn)一斑；通過(guò)

閱讀名人傳記，研究美國(guó)的民族文化，使學(xué)生對(duì)美國(guó)有全方位的認(rèn)識(shí)，掌握有關(guān)

美國(guó)的歷史、地理、文化、民族等方面的詞匯；學(xué)會(huì)運(yùn)用名詞性從句等語(yǔ)法知識(shí),

并通過(guò)相關(guān)練習(xí)，提高學(xué)生的語(yǔ)言運(yùn)用能力；通過(guò)閱讀一篇圖文并茂的美國(guó)游記,

學(xué)會(huì)書(shū)寫(xiě)電子郵件或明信片，介紹某一名勝古跡和人文景觀；通過(guò)學(xué)習(xí)、探究我

國(guó)少數(shù)民族地區(qū)的多種文化，以及撰寫(xiě)我國(guó)某一城市、省份或地區(qū)的簡(jiǎn)介，加深

對(duì)祖國(guó)地域文化的了解，提高寫(xiě)作能力。

本單元旨在通過(guò)對(duì)世界各地的名勝古跡、風(fēng)土人情的研究與學(xué)習(xí)，豐富學(xué)生的世

界地域文化知識(shí)，開(kāi)擴(kuò)視野，培養(yǎng)他們熱愛(ài)祖國(guó)、熱愛(ài)大自然、保護(hù)名勝古跡、

造福人類(lèi)的高尚情操。

1.1WarmingUp要求學(xué)生查閱美國(guó)地圖，討論有關(guān)美國(guó)地理方面的知識(shí)，為下一

步的學(xué)習(xí)做好熱身準(zhǔn)備。

1.2Pre-reading要求學(xué)生討論有關(guān)加利福尼亞州的幾張圖片，了解當(dāng)?shù)仫L(fēng)土人情、

民俗文化。

1.3Reading主要介紹了加利福尼亞州人口及民族、種族構(gòu)成、融合、變遷的歷史。

通過(guò)學(xué)習(xí)，使學(xué)生了解加州不僅是美國(guó)人口最多的州，同時(shí)也是民族、種族最多、

文化最為多元的州。

1.4Comprehending要求學(xué)生在理解課文的基礎(chǔ)上，寫(xiě)出發(fā)生在加州的重大歷史

事件，并分析討論新世紀(jì)加州為什么會(huì)成為多種文化交織的共同體的原因。

1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和

Discoveringusefulstructures兩部分組成。并設(shè)計(jì)了詞性轉(zhuǎn)換、用課文中所學(xué)習(xí)的

重點(diǎn)詞匯填空、補(bǔ)全對(duì)話等練習(xí)。

1.6UsingLanguage由Readingandwriting,Listeningandspeaking組成，通過(guò)對(duì)學(xué)

生聽(tīng)說(shuō)讀寫(xiě)綜合能力培養(yǎng)，要求學(xué)生在了解相關(guān)知識(shí)的基礎(chǔ)上，閱讀并改寫(xiě)部分

游記；想象自己在某地度假，給朋友發(fā)一封電子郵件或寄一張賀卡介紹該地區(qū)的

相關(guān)情況。

1.7SUMMINGUP要求學(xué)生總結(jié)本單元所學(xué)的詞匯、結(jié)構(gòu)、話題等知識(shí)和內(nèi)容。

1.8LEARNINGTIP從對(duì)話時(shí)應(yīng)該注意的問(wèn)題這一角度，對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。

2.教材重組

2.1WarmingUp,Pre-reading,Reading和Comprehending四部分，都是關(guān)于美

國(guó)加利福尼亞州簡(jiǎn)介的內(nèi)容，整合為一節(jié)精讀課。

2.2LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及

Workbook中的USINGWORDSANDEXPRESSIONS都是關(guān)于形容詞、動(dòng)詞和

名詞后綴及其三者之間的相互轉(zhuǎn)換，講解與練習(xí)這三種詞性用法，以及課文重點(diǎn)

詞匯運(yùn)用方面的相關(guān)練習(xí)，整合為一節(jié)語(yǔ)言學(xué)習(xí)課。

2.3LearningaboutLanguage中的Discoveringusefulstructures和Workbook中的

USINGSTRUCTURES,都是有關(guān)名詞性從句的用法的講解與練習(xí)，整合為一節(jié)

語(yǔ)法課。

2.4UsingLanguage中的Readingandwriting,Listeningandspeaking,都是與假日

旅游相關(guān)的知識(shí)，整合為一節(jié)綜合課(I)-

2.5Workbook中的LISTENINGLISTERNINGTASKANDREADINGTASK,都

是關(guān)于新奧爾良以及爵士樂(lè)及其創(chuàng)始人等相關(guān)內(nèi)容，整合為一節(jié)泛讀課。

2.6Workbook中的TALKING以及SPEAKINGTASK與WRITINGTASK四個(gè)部

分，都是關(guān)于中國(guó)城市、省份或地區(qū)的簡(jiǎn)介等方面的內(nèi)容，整合為一節(jié)綜合課

(二)。

3.課型設(shè)計(jì)與課時(shí)分配

1stPeriodReading

2ndPeriodLanguagestudy

3rdPeriodGrammar

4thPeriodIntegratingskills(I)

5thPeriodExtensivereading

6thPeriodIntegratingskills(II)

IV.分課時(shí)教案

TheFirstPeriodReading

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語(yǔ)言

a.重點(diǎn)詞匯和短語(yǔ)

strait,means,slavery,Spain,majority,Catholic,Mexico,immigration,percentage,

Denmark,Danish,aircraft,Korea,Korean,Pakistan,Pakistani,mix,mixture,

nationality,racial,theBering,bymeansof,thePacificIslands,makealife

b.重點(diǎn)句子

However,itislikelythatNativeAmericanswerelivinginCalifornia...P2

OfthefirstSpanishtogoto...,themajoritywere...P2

Thatiswhy...P2

Somediedorreturnedhome,but...P2

AlthoughChineseimmigrants...,itwasthebuildingof...P2

Itisbelievedthatbeforelong...P3

2.Abilitygoals能力目標(biāo)

EnablethestudentstotalkaboutthehistoryofCalifornia.

3.Learningabilitygoals學(xué)能目標(biāo)

EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.

Teachingimportantpoints教學(xué)重點(diǎn)

EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornian

history.

Teachingdifficultpoints教學(xué)難點(diǎn)

EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticultural

communityinthe21stcentury.

Teachingmethods教學(xué)方法

Skimming,scanninganddiscussion.

Teachingaids教具準(zhǔn)備

Arecorder,acomputer,aprojectorandsomepictures.

Teachingprocedures&ways教學(xué)過(guò)程與方式

StepILead-in

T:Boysandgirls,we'velearnedEnglishseveralyears.WeknowthatEnglishis

mainlyusedinEngland,Australia,theUnitedStatesofAmerica,etc.Andwe'renow

learningAmericanEnglish.ButhowmuchdoyouknowabouttheUnitedStatesof

America—alandofdiversity?Asweallknow,theUSisaworldpowerwiththe

mostdevelopedeconomy.ItliesintheNorthAmerica,borderingboththeNorth

AtlanticOceanandtheNorthPacificOcean,betweenCanadaandMexico.Thereare

fiftystatesintheUS.Forty-eightofthemareinthesingleregionbetweenCanadaand

Mexico;thisgroupisreferredto,asthecontinentalorcontiguousUnitedStates.Two

ofthe50states,Alaska(astateinnorthwesternNorthAmerica)andHawaii(astatein

thecentralPacificontheHawaiianIslands),arenotcontiguouswithanyoftheother

states.Inthepastfewyears,we'veseenorheardmanyoftheworld'seventswhich

havesomethingtodowiththeUS,suchastheSeptember11attacks,Iraqiwar,

KartrinaHurricane,etc.Todaywearegoingtolearnmoreaboutthispowerfulcountry.

First,lookatthefollowingpictures.

Showsomepicturesonthescreen.

T:Allright.Nowpleasetellmewhatyouknowaboutthem?Whowantstohavea

try?

SI:TheAmericanflagistheStar-SpangledBanner.Thereare50starswithwhite

andredstripsontherestoftheflag.

S2:Thestarsstandfor50states.Theredcolorsymbolizescourage;thewhite

symbolizesfreedomandthebluemeansloyaltyandjustice.

S3:TheWhiteHouseistheexecutivemansionofthePresidentoftheUnitedStates.

TheAmericanPresidentlivesandworksinthebuilding.

S4:Therearemanyimportantplacesinit,suchasthepressroomandtheovaloffice.

S5:TheStatueofLibertyisstandingonasmallislandinNewYorkHarbor.

S6:In1886,FrenchsentitasagiftforAmericanIndependenceDayonher100th

anniversary.

S7:Thecrownedladyis46metershigh,withatorchinherrighthandholdingaloft

andDeclarationofIndependenceinherleft.

S8:Foracentury,theLibertyhasbeenstandingontheIslandproudlysymbolizingthe

spiritofindependenceoftheUSA.

T:Veryexactly.WhatelsedoyouknowabouttheUSA?

S9:Afederalrepublic,UnitedStatesofAmericaiscomposedofafederaldistrict,

WashingtonDCand50states.AllthestatesexceptforHawaiiislandsaresituatedin

mainlandAmerica.

S10:Ithasapopulationofabout2,900million.Itsareais9,370,000sqkm.

Sil:TheclimateofUSAismainlytemperateinnaturebutinHawaiiandFlorida,itis

tropical.

S12:ThelanguagetheymainlyuseisEnglish.

StepIIWarmingup

Askthestudentstoturntopage1andlookatthemapoftheUSAandtalkaboutitin

groupsof4.

Fillinthegivenform.Thenwriteonthemapthenamesoftheoceans,countries,

mountainranges,lakes,riversandbigcities.Atlast,checktheanswerswiththewhole

class.

T:Goodjob!DoyouwanttolearnmoreknowledgeabouttheUSA?Nowpleaseopen

yourbooksandturntopage1.HereisamapoftheUSA.Pleaselookatitcarefully.

Trytowriteonthemapthenamesoftheoceans,countries,mountainranges,lakes,

riversandbigcities.

CANADA

200Milei

MISJOI0200Kllometi

Great\/

.，血s\4

*ston

OII1Oiladelphh

mver_L

Francisco

ashington,

KANS

PACIFIC

OCEAN

LosAngel

AX1ZJATLANTIC

MFAOKLzV

0dW

A

Ctrch.Dallas

[dwOrkan5

ANAIIVMEXICO

Mexico

GW0/

Alaska“小、”

OceansCountriesMountainRangesLakesRiversCities

EastWestNorthSouthWestEastHuron,MississiWashingt

PacifAtlantCanaMexiCascaAppalachOntarioppion,

icicdacode,ian9New

Coast,MichigYork,

Brook,an,Los

AlaskaErie,Angeles,

SuperioChicago,

RockyrHouston,

Philadelp

hia,

Miami,

Atlanta,

San

Francisco

StepIIIPre-reading

T:CanyoufindthelocationofCalifornia?Wheredoesitlie?

S1:Yes,itislyingonthePacificOceaninthewestandonMexicointhesouth.

S2:CaliforniaisonthewestcoastoftheUnitedStates,whichisdiverseintopography,

climateandecologicalenvironment.

T:Correct.Anythingelsedoyouknowaboutthestate?

S2:Ithasanareaof411squarekilometers.AnditisoneoftheAmericanstatesofthe

largestpopulation,withthemostdevelopedeconomy.

S3:Youareright.Itseconomytakesthefirstplaceamongallthestates.Soit'soneof

themostimportantstates.

S4:Thepleasantweather,longbeachandgracefulnaturallandscapemakethetourism

prosperous.

T:Welldone!JustaspeoplegototheUSAfrommanyplacestoday,sodidinancient

times.Todaywe'regoingtolearntheshorthistoryofCalifornia.Nowpleaselookat

thepicturesaboutCalifornia.Anddiscussingroupsof4whateachpicturemeansto

you.Afewminuteslater,I'llasksomeofyoutosaysomethingaboutthem.

Afewminuteslater.

T:OK,nowrdlikesomeofyoutosaysomethingaboutthepictures.

SI:IcanseeaNativeAmericanfarmerintheleftpictureonpage1.Hewasstanding

besideacampintheforest.Itseemedthathefeltveryhappy.Maybehehadagood

harvest.

S2:Thevillagersmovedtothesevariouscampsintheforestsduringtheharvest

season,dependingonthetypeofcropbeinggathered.

S3:Inthemiddlepicture,amanwaspanninggold.Helookednotonlythinandweak,

butalsothirstyandtired.

S4:1thinkitwasdifficultforthemtoachievethedreamofbecomingrich.

S5:Hemighthavetogiveup,leaveCaliforniaandgobackhome.

S6:TherightpictureillustratesmodernCaliforniawithbeautifulbuildingsandbusy

street.

S7:By1990,thenationsbeingimmigratedfromdifferentpartsoftheworldhadmade

Californiaintothemostraciallyandethnicallydiversestateinthecountry.

S8:Thepictureonpage2showsusaSpanishreligiousman.

S9:Thepictureonpage3showsusIndianchildrenwereallowedtoattendpublic

schools.

S10:ThenumberofAfricanAmericansinCaliforniaincreaseddramaticallyfollowing

theturnofthe20thcentury.

StepIVReading

Scanning

Askthestudentstoreadthetextsilentlyandthenasksomequestionsaboutthetext.

T:Todaywe'regoingtoreadashorthistoryofwesternpainting.Nowlet'sreadit

quicklyandfindouttheanswerstothequestionsonthescreenwithyourpartners.

Showthequestionsonthescreen.

1.WhowerethefirsttoarriveinCaliforniatorushforgold?

2.WhenandwhydidthelargenumberofChineseimmigratetoCalifornia?

3.WhatattractedpeoplefromdifferentpartsoftheworldtoimmigratetoCalifornia?

T:NowwhocananswerQuestion1?

SI:SouthAmericansandpeoplefromtheUnitedStates.

T:Good!Who'dliketoanswerQuestion2?

S2:DuringtheGoldRushPeriod,manyChineseimmigratedtoCaliforniatoachieve

theirdreamofbecomingrich.

S3:Inthe1860s,alargenumberofChinesewenttheretobuildtherailwayfromthe

westtoeastcoast.

T:Exactly.Howaboutthethirdquestion?

S4:1thinkthetemperateclimateattractedimmigrantstoCalifornia.

S5:Maybethemodemlifestylethereismoreattractivetopeoplefromotherpartsof

theworld.

T:Goodjob!

Skimming

Inthispart,thestudentswillreadthetextagainandtrytogetthemainideaingroups

of4.Thenshowthefollowingformonthescreen.Givethemafewminutestofillin

theform.Thenchecktheanswerswiththewholeclass.

T:Nowpleasereadthetextagain.Andthenlefstrytogetthemainideaofthetext,

rilshowtheformonthescreenandgiveyouafewminutestofillinit.

Showtheformwithblanksonthescreen.

CALIFORNIA

StagePeopleTimeEvent

NativeAsians15,000Arrivedfirst

AmericansNatives1600sSufferedby

Europeans

SpanishSpanish1600sTooknative'sland

RuledbySpain

1800sBecamepartof

Mexico

1821Declaredwar&

Givenback

1846Settledin

RussiansRussians1800sSettledin

GoldminersSouth1848Discovered&Rush

Americansforgold

Americans,

Europeans,

Asians1850Becameastate

Africans1800sMovedfrom

Mexico

Chinese1860sBuilttherailway

JapaneseEarly1900Farmed

Denmark1911Establishedatown

JewishBy1920sDevelopedindustry

ItaliansLate1900sFishedandmade

wine

Africans1942-1945Workedinship&

aircraftindustries

RecentarrivalsIndians,1970sWorkedin

PakistanisComputerindustry

Cambodians,RecentImmigrated

Koreans,decades

Vietnamese,

Laotians

FutureDifferentpartsFutureImmigrated

Explanation

T:Nowlefsdealwithsomelanguagepointsinthetext.Lookatthesentencesonthe

screen.Whocanexplainthesentences?

Showthefollowing.

1.However,itislikelythatNativeAmericanswerelivinginCalifornia...P2

2.OfthefirstSpanishtogoto...,themajoritywere...P2

3.Thatiswhy...P2

4.Somediedorreturnedhome,but...P2

5.AlthoughChineseimmigrants...,itwasthebuildingof...P2

6.Itisbelievedthatbeforelong...P3

StepVComprehending

Askthestudentstoreadthepassageagainandtrytoknowmoreaboutthepictures,

thepeopleandtheeventsindifferenthistoryperiods.Firstaskstudentstopractice

Activities1-3inpairs.Andthenchecktheanswerswiththewholeclass.

T:Readthepassageagain.NowI'dlikeyoutopracticeActivity1.

SI:Thefirstpictureonpage2showsussomelife-stylesoftheNativeAmericansin

California.NativeAmericansfirstarrivedandhavelivedinCaliforniaforthousands

ofyears.

S2:TheyestablishedtheirhomesalongthecentralCaliforniacoastlongbeforethe

Europeansarrived.

S3:TheysufferedalotbyEuropeans,thousandswerekilledorforcedintoslavery.

S4:Themiddlepictureonpage2isabouttheGoldRushinCalifornia.

S5:Oneofthelargesthumanmigrationsinhistoryasahalf^millionpeoplefrom

aroundtheworlddescendeduponCaliforniainsearchofinstantwealth.

S6:Manydiedorreturnedhome,butmostofthemremainedinCalifornia.

S7:TherightoneshowsthatCaliforniaisamulticulturalcitywitharchitecturesof

differentstyles.

S8:Attractedbytheclimateandlifestyle,moreandmorepeoplefromdifferentparts

oftheworldliketoimmigratetoCalifornia.

S9:Inthe21stcenturyCaliforniawillbecomesuchamulticulturalstatewitha

mixtureofmanyracesandcultures.

S10:Thepictureonpage3showsusaCatholicreligiousmanwhocametoCalifornia

toteachthenatives.

S11:Intheearly16thcentury,Spanishfoughtagainstthenaivepeople,tooktheirland

andsettledinCalifornia.

S12:WecanseesomanyAfricanAmericanswerehavingclassesintheschool.

S13:In1924,theUnitedStatesCongressgaveNativeAmericansthesamerightsas

othercitizensforthefirsttime.

S14:Schoolsegregationanddiscriminationinhousingwerebanned,butAfrican

Americansstillencounteredprejudiceandhostility.

T:Readthepassageagain.AnddoActivities2?3inpairs.

Afewminuteslater.

T:OK,rilasksomeofyoutoshowyouranswers.

Sampleanswers:(Refertotheaboveform)

StepVIConsolidation

Firstaskthestudentstotalkaboutthewritingstyleandtechniques,writing

characteristicofthistextingroupsof4,andchecktheanswerswiththewholeclass.

Thenaskthestudentstofindoutthemainideaofthepassageandtrytoretellthetext

inpairs.Afewminuteslater,asksomeofthemtoretellittothewholeclass.

T:Nowrdlikeyoutotalkaboutthewritingstyleandtechniques,writing

characteristicofthistextingroupsof4.

Afewminuteslater.

T:Allright,whafsthewritingstyleandtechniques,writingcharacteristicsofthistext?

Whocantellme?

Ss:Writingstyleandtechniques:Thepassageisahistoricalnarrativearticle.It

introducesbrieflythemainhistoryeventsofdifferentperiodsoftimesinCalifornia.It

alsodescribeswhen,howandwhythepeoplefromdifferentpartsoftheworld

immigratedtoCalifornia.TheshorthistoryofCaliforniaisdescribedclearlyand

accurately,whichgivesthereadersadeepimpression.

Ss:Writingcharacteristics:

1.Thetextisarrangedwellintheorderoftime.

2.Thetextcatchesthefeatureofpeopleandthingsandusesadjectives.

3.Thetextcentersonthesubjectandthepurpose.

4.Thetextseemsmorevividandlivelywiththeinsertedpictures.

T:Welldone!Nowrilgiveyouafewminutestofindoutthemainideaofthe

passageandpracticeretellingthetextinpairswiththehelpoftheformaboutthetext.

Showtheaboveformagainonthescreen.

T:Allright.Tdlikesomeofyoutotellusthemainidea.

Ss:Mainidea:ThetextmainlyintroducestheshorthistoryofCalifornia.Itdescribes

thegreathistoryeventshappenedinvarioustimes.Italsotellsuswhen,howandwhy

differentpeoplefromallovertheworldhavingbeenimmigratingtoCalifornia.It

explainstousthereasonswhyitwillbeasimplemulticulturalcommunityinthe21st

century.

T:OK,it'stimefbrustodosomeretellingwork.Who'dliketohaveatry?

Ss:CaliforniaisthethirdlargeststateintheUSAwiththemostdevelopedeconomy.

15,000yearsago,thefirstsettlerscrossedtheBeringStraitfromAsiaandarrivedin

California.TheNativeAmericanssufferedgreatlyafterthearrivalofEuropeansinthe

16thcentury.Inthe18thcentury,CaliforniawasruledbySpainuntil1821thepeople

ofMexicogainedtheirindependencefromSpain.Californiathenbecamepartof

Mexico.ButaftertheAmerican-Mexicanwarin1846,Californiawasgivenbackto

theUSA.In1848,inCaliforniaGoldwasdiscovered,whichattractedpeoplefromall

overtheworldtoarrivetheretoachievetheirdreamsofbecomingrich.In1850,

Californiabecamethe31ststateoftheUSAasamulticulturalsociety.Attractedby

theclimateandlifestyle,moreandmorepeoplefromdifferentpartsoftheworld

havingbeenimmigratingtoCalifornia,includingAsians,Africans,Americansand

Europeans.Inthenearfuture,Californiawillbecomeamixtureofmanyracesand

cultureswithoutanymajorracialorculturalgroups.

StepVHHomework

1.AskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthe

reasonsintheirownwordsandwrite3?4sentences.

2.Askthestudentstoprepareforthewordformationsandcollectsuffixesofthe

nouns,verbsandadjectives.

TheSecondPeriodLanguagestudy

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語(yǔ)言

重點(diǎn)詞匯和短語(yǔ)

Catholic,slavery,Spanish,mix,mixture,nationality,majority,immigrant,percentage,

makealife,agreatmany

2.Abilitygoals能力目標(biāo)

Enablethestudentstolearnaboutthewordtransformationbetweenthenouns,

adjectivesandverbs.

3.Learningabilitygoals學(xué)能目標(biāo)

Helpthestudentslearnhowtoknowthepartsofspeechaccordingtothesuffixes.

Teachingimportantpoints教學(xué)重點(diǎn)

GetthestudentstoknowthewordabouttheUSA.

Teachingdifficultpoints教學(xué)難點(diǎn)

Getthestudentstoknowthewordformationbyaddingsuffixes.

Teachingmethods教學(xué)方法

Studyindividually,practiceingroups.

Teachingaids教具準(zhǔn)備

Acomputerandarecorder.

Teachingprocedures&ways教學(xué)過(guò)程與方式

StepIRevision

AskthestudentstodiscussthequestioninActivity3onpage3,tryingtoexplainthe

reasonsintheirownwordsandwrite3?4sentences.Askthemtosharetheiranswers

andshowtheiropinions.

T:Firstofall,let'sdealwithourhomework.Nowworkingroupsanddiscussthe

questioninActivity3onpage3,tryingtoexplainthereasonsinyourownwordsand

write3?4sentences.Shareyouranswerswithyourgroupmembers.

Asamplediscussion:

SI:TheNativeAmericansofCaliforniaarecontinuingtohealfromthewoundsofthe

past.AsCaliforniarecognizesthevalueofitsmulti-ethnicdiversity,itsnativepeople

areencouragedtocelebratetheirheritageandshareitwiththewiderCalifornia

culture.

S2:ThenumberofAfricanAmericansinCaliforniaincreaseddramaticallyfollowing

theturnofthe20thcentury.Althougholdpatternsofprejudicepersisted,African

Americansadvancedinpolitics,business,sportsandentertainment.School

segregationanddiscriminationinhousingwerebanned,butproblemsof

unemployment,underemploymentandracismcontinuetobeaddressedinthe

African-Americancommunity.

S3:By1990,thenumberofEuropeanandCanadianimmigrantshadfallen

dramatically,tolessthan10percent,andthenumberofimmigrantsfromMexicoand

CentralAmericahadclimbedtowelloverhalfofthetotal.

S4:Additionally,California'sshareofAsianimmigrantsdoubledandnowaccounts

for40percentofnewimmigrantsinthestate.

T:Excellent!ThesetrendshavetransformedCaliforniaintothemostraciallyand

ethnicallydiversestateinthecountry,sothatbytheyear2000,ifnotalready,no

racialgroupwillconstituteamajority.

StepIISuttixation

First,askthestudentstoshowtheircollectedsuffixes.Askthemtoreviewthe

functionofverbs,nounsandadjectives.Andthenaskthemtofillinthechartswith

theproperformsofthewordsbypracticingActivity1onpage4.Atlast,checkthe

answerswiththewholeclass.

T:Todaywe9regoingtolearnaboutsuffixes.Doyouknowwhatasuffixis?

SI:Asuffixisaparticle,whichisaddedtotheendofaroot.

T:Good.Doyouknowanythingmoreaboutit?

S2:Generally,suffixesdonotchangethemeaningoftheroot,butitspartofspeech,

e.g.lead(v.)—>leadership(n.)ill(adj.)一illness(n.)

S3:Althougheachsuffixhasitsownmeaning,itcan'tbeusedseparatelywithoutthe

root.

S4:However,somesuffixesaddnewmeaningstothenewlyformedwords,e.g.

meaning—>meaninglessthink—thinker

T:Verygood!Nowwho'dliketoshareyourcollectedsuffixeswithus?

Ss:Thefollowingaresomeofthemostcommonlyusedsuffixes.

1.Suffixesusedasanounsignifier

VerbAdjectiveSuffixNoun

read-erreader

act-oractor

train-eetrainee

build-ingbuilding

attend-anceattendance

punish-mentpunishment

invent-tioninvention

sick-nesssickness

special-istspecialist

true