《2019-2020年高中英語 module5 The First Americans Language Study教案 外研版選修9.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年高中英語 module5 The First Americans Language Study教案 外研版選修9.doc（10頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年高中英語 module5 The First Americans Language Study教案 外研版選修9 Ability goals 能力目標(biāo) Enable students to use and, when, on, e, can, some and any properly. Learning ability goals 學(xué)能目標(biāo) Help students to learn how to use and, when, on, e, can, some and any properly. Teaching important and difficult points教學(xué)重難點(diǎn) How to use and, when, on, e, can, some and any in context properly, especially the difference between some and any. Teaching methods教學(xué)方法 Explaining, summarizing and practicing. Teaching aids教具準(zhǔn)備 A puter and a projector. Teaching procedures and ways教學(xué)過程與方式 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 the 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 e 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 the 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 use and, when, on, e, can, some and any through context properly, especially the difference between some and any. First guide students 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, e, can, some and any referring to the explanation. Then get them to plete 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 sentences with some and any. Please work in pairs and discuss the difference between some and any. Then help students find out the difference and make a summary of the rules. T: Any difference between some and any? Who knows? S: Generally 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 any be used besides the usage mentioned just now? S: “Any” means one out 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 know their usage quite well. Next let’s do some exercises about the words. Step III Practice Get students to do some exercises to consolidate what they have learned. The test questions from the college entrance examination . 1 There’s no light on — they _____ be at home. ( 全國卷I ) A can’t B mustn’t C needn’t D shouldn’t 2 Please remind me _____ he said he was going; I may be in time to see him off. (全國卷I) A where B when C how D what 3 We hope that as many people as possible _____ join us for the picnic tomorrow. (全國卷II) A need B must C should D can 4 If it were not for the fact that she _____ sing, I would invite her to the party. (福建卷) A couldn’t B shouldn’t C can’t D might not 5 It’s already 10 o’clock. I wonder how it _____ that she was two hours late on such a short trip. (湖北卷) A came over B came out C came about D came up 6 I had just stepped out of the bathroom and was busily drying myself with a towel _____ I heard the steps. ( 湖南卷) A while B when C since D after 7 Some aspects of a pilot’s job _____ be boring, and pilots often _____ work at inconvenient hours. ( 湖南卷) A can; have to B may; can C have to; may D ought to; must 8 Start out right away, _____ you’ll miss the first train. (四川卷) A and B but C or D while 9 — Is Jack on duty today? (四川卷) — It _____ be him. It’s his turn tomorrow. A mustn’t B won’t C can’t D needn’t 10 He was about halfway through his meal _____ a familiar voice came to his ears. (遼寧卷) A why B where C when D while 11 Don’t worry if you can’t e to _____ party — I’ll save ____ cake for you. (浙江卷) A the; some B a; much C the; any D a; little Key: 1—5 ABDCC 6—11 BACCCA Step IV Summary and homework T: Today we’ve learned how to use and, when, on, e, 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 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)單詞和短語 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, 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. 重點(diǎn)句子 But 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. These workers 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. Chinese immigrants may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city. Ability goals 能力目標(biāo) Enable students to learn about the Chinese Americans’ great contributions to the development of America and something about Zheng He. Learning ability goals 學(xué)能目標(biāo) Help students realize the importance of the Chinese Americans’ great contributions to the development of America and learn something about Zheng He. Teaching important and difficult points教學(xué)重難點(diǎn) How to understand the history of the Chinese Americans well. Teaching methods 教學(xué)方法 Discussing, fast reading and careful reading. Teaching aids 教具準(zhǔn)備 A tape recorder, a projector and a puter. Teaching procedures & ways 教學(xué)過程與方式 Step I Revision and lead-in First check the answers 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, 1926 in Shanghai, China. He went to the University of Chicago in 1946 and pleted his PhD. Later, Li became the universitys youngest full professor at Columbia University. He did work on high energy particle physics, symmetry principles, and statistical mechanics. 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 much you know about them! Who knows something about Ding Zhaozhong? Any volunteer? S: Let me try. On January 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 learned 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 read the passage and realize the importance of the Chinese Americans’ great contributions to the development of America. Pre-reading T: Some of you 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 ask five of the students to report their discussion. T: Who’d like to answer the first question? S: We both think 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 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, drawn 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 worked 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 good 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 passage again and try to make notes about the main idea and plete the table in Activity 4. After a few minutes, check students’ understanding of the passage. T: How many parts do you think the passage can be divided into and what does each part tell us? S: Four parts, 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 written 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 ing to USA In search of economic success Typical jobs Miners, workers in factories, suppliers of agricultural knowledge, workers to build the Transcontinental Railroad Special contributions Transmit Chinese farming 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 to realize that the treatment of Chinese immigrants was contrary to the very foundations of the country. Get students 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 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 students and give them a hand if necessary. After a few minutes, check their answers. Suggested answers to Activity 7: 1 I feel that the contribution 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 century, 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, Chinese 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 e back and play their due role to their own country. 4 I think the Chinese 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 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 tape twice for you. Please make a mark where you have difficulties while listening. After students finishing listening, deal with the following points first and then the students questions. Show the following points on the screen. 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 These workers 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. Chinese immigrants 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 whether 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 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 talked 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 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 mand ability. T: You have a good knowledge of history. Was he the first foreigner to visit the Americas? Any volunteer? S: Yes. I think so. S: But I don’t think so. There are no historical records, so our history textbooks don’t tell us this point. T: I think you must want 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 look 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: Zheng He 4 a European explorer: Vasco da Gama Careful reading T: This time read the 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 researching 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 imply that the first person to use the Cape of Good Hope was not a Chinese. 3 The reason for 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 passage 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 “Nobody 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