《2019-2020年高中英語(yǔ) module5 The First Americans Reading教案 外研版選修9.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年高中英語(yǔ) module5 The First Americans Reading教案 外研版選修9.doc（6頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年高中英語(yǔ) module5 The First Americans Reading教案 外研版選修9 Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)單詞和短語(yǔ) brutal, fearless, fertile, 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/bee/get acquainted with b. 重點(diǎn)句子 The people who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”. Native Americans 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. Only in 1868, after four terrible years were they allowed to return to their land. The removal of 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. 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. Ability goals 能力目標(biāo) Enable students to learn about the history of the Native Americans. Learning ability goals 學(xué)能目標(biāo) Help students learn about the history of a certain nation. Teaching important and difficult points教學(xué)重難點(diǎn) Help students analyze the structure of the passage and guide the students to talk about the history of the Native Americans. Teaching methods 教學(xué)方法 Inferring, predicting, skimming, scanning, listening and discussing. Teaching aids 教具準(zhǔn)備 A tape recorder, a projector and a puter. Teaching procedures & ways 教學(xué)過(guò)程與方式 Step I Homework checking and lead-in Check students’ 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 Ameri can visitors? S: Probably not. T: Well, who the Native Americans were? And how 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 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 hear 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 think a few Europeans defeated thousands of Indians in battle. Historians say the number killed in battle was small. S: Not all Native 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 information, 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 we’re going to read about Native Americans to satisfy your curiosity and needs. Step II Reading (Page 58) Ask the students to read the passage for several times to understand the passage well. Meanwhile, deal with some activities in prehending. Skimming T: Just now we talked 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, we are going to read about the American original inhabitants and how they fought against invaders and survived. T: All right. Now 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 following 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 3): A brief introduction to the history of Native Americans. Para 1: Who are referred to as Native Americans. Para 2: The life of Native Americans before and after the arrival of Europeans. Para 3: How the British and the Spanish treated Native Americans. Part 2 (Para 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—Para 15): The present conditions of Native Americans. Scanning T: Now, it’s time for you to read the passage carefully to finish Activities 3 and 4. Ask students to 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 people who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”. 2 The early inhabitants formed tribes and prospered in the rich and fertile lands of North America. 3 The Spanish, 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 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. 5 The peaceful Navajos 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 US Supreme Court ordered the government to pay about $ 105 million to the Sioux tribes for land taken illegally. 7 They were fearless fighters and attacked other Native American tribes and stole their livestock. 8 In the 19th century, 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 Cherokees 2 the Cherokees 3 the Navajos 4 the Navajos 5 the Sioux 6 the Sioux 7 the Sioux 8 the Apaches 9 the Apaches 10 the Apaches 11 the Apaches Explanation T: Now I’ll play the tape twice for you. First you should pay attention to the pronunciation and intonation. The second time，please make a mark where you have difficulties while listening. Before explaining the 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 peace, convert…to…, needless to say, insist on doing, make peace (with sb), in turn The people who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”. Native Americans 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. Only in 1868, after four terrible years were they allowed to return to their land. First get them 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 understand 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. When “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 es before the subject and the rest of the predicate verb es 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 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. 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. US 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 69. First look through the brief introduction… Tell me, who wrote it and what it is about. S: It was written by an American soldier in 1890, on his 80th birthday, about his experience as a young man. S: He witnessed the execution of the most brutal order in the history of American warfare. T: Well done! Look 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 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 schoolchildren to fully understand the enormity of the crime that was mitted 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 right. 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 writer witness the execution of the most brutal order? 2 Do schoolchildren of today know the true sad history of the Native Americans? If not, why? 3 What are the writer’s feelings? The teacher goes around and helps the students if necessary. After a while check their work. Suggested answers: 1 Because he was acquainted 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 the 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 the 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 recorder, 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 have any language questions after referring to the Notes to the texts? S: Would you 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 understand 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 read two passages about Native Americans. What can we learn from them? S: We learn about the true history of Native Americans. Its history is one full of brutality, blood and massacre. S: Schoolchildren of today in America should know the truth about their ancestors’ tragic experience. T: Very good. After 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).