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1Unit1AlandofdiversityⅠ.单元教学目标技能目标SkillGoals▲TalkabouttheUSA▲Talkabout(going)places▲LearnthewordsabouttheUSA▲Learnhowtoaskquestionsandmakecomments▲LearntheusageoftheNounClauses▲Writeanintroductiontoplaces▲StudythecultureandpeopleoftheUSAⅡ.目标语言功能句式Talkabout(going)placesWherehaveyouvisitedrecently?Whendidpeoplefirstlivethere?Whatistheclimatelike?Whyisitsowarm/cold/dry/wetthere?What’sthepopulationof...?Howmanynationalitieslivethere?Whatdidyouthinkaboutthepeople?Whatisthemostimportantfestivalthere?Howdotheycelebrateit?Whatotherinterestingthingsdidyousee?That’sinteresting/terrific/marvelous/cool/lovely/beautiful,wonderful!You’reexciting/wonderful.Good/Creative/Fantastic/Superjob!词1．四会词汇StraitdistinctArcticmeansmajorityministryCatholichardshipelectfederalrailpercentageItalyDenmarkboomaircraftKoreaKoreanPakistanimmigrationracialcrossingvicenephewpoleapplicantcustomssocialistoccurcattleindicateluggage2汇shavetramapparentapparentlybrakeconductorslipbakeryferryhireseagullanglenowherepunishmentjusticemourncivilauthorityreformgraspthankfulinsert2．认读词汇illustrate,Alaska,prehistoric,immigrant,Hollywood,Laotian,conqueror,cable,Andrew,wharf,Alcatraz3．词组Liveon,theArctic,bymeansof,makealife,keepup,backtoback,teamupwith,markout,takeinagreat/goodmany,applyfor结构LearntousetheNounClauses重点句子1.However,itislikelythatNativeAmericanswerelivinginCalifornia...P22.OfthefirstSpanishtogoto...,themajoritywere...P23.Thatiswhy...P24.Somediedorreturnedhome,but...P25.AlthoughChineseimmigrants...,itwasthebuildingof...P26.Itisbelievedthatbeforelong...P37.Builtin1873...wasinventedby...P88.It’sa...thattakesin...P89.Hewasnoticedby...andtofind...P5110.Hespokepubliclyabout...,usinghisfametohelp...P51Ⅲ.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3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知识，开扩视野，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。1.1WarmingUp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。1.2Pre-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。1.3Reading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。通过学习，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。1.4Comprehending要求学生在理解课文的基础上，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。1.5LearningaboutLanguage由Discoveringusefulwordsandexpressions和Discoveringusefulstructures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。1.6UsingLanguage由Readingandwriting,Listeningandspeaking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。1.7SUMMINGUP要求学生总结本单元所学的词汇、结构、话题等知识和内容。1.8LEARNINGTIP从对话时应该注意的问题这一角度，对学生进行学法指导。2．教材重组2.1WarmingUp,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。2.2LearningaboutLanguage中的Discoveringusefulwordsandexpressions以及Workbook中的USINGWORDSANDEXPRESSIONS都是关于形容词、动词和名词后缀及其三者之间的相互转换，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。2.3LearningaboutLanguage中的Discoveringusefulstructures和Workbook中的USINGSTRUCTURES，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。2.4UsingLanguage中的Readingandwriting,Listeningandspeaking，都是与假日旅游相关的知识，整合为一节综合课（I）。2.5Workbook中的LISTENING,LISTERNINGTASKANDREADINGTASK，都是关于新奥尔4良以及爵士乐及其创始人等相关内容,整合为一节泛读课。2.6Workbook中的TALKING以及SPEAKINGTASK与WRITINGTASK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1stPeriodReading2ndPeriodLanguagestudy3rdPeriodGrammar4thPeriodIntegratingskills(Ⅰ)5thPeriodExtensivereading6thPeriodIntegratingskills(Ⅱ)Ⅳ.分课时教案TheFirstPeriodReadingTeachinggoals教学目标1.Targetlanguage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,theBering,bymeansof,thePacificIslands,makealifeb.重点句子However,itislikelythatNativeAmericanswerelivinginCalifornia...P2OfthefirstSpanishtogoto...,themajoritywere...P2Thatiswhy...P2Somediedorreturnedhome,but...P2AlthoughChineseimmigrants...,itwasthebuildingof...P2Itisbelievedthatbeforelong...P32.Abilitygoals能力目标EnablethestudentstotalkaboutthehistoryofCalifornia.3.Learningabilitygoals学能目标EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.Teachingimportantpoints教学重点5EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornianhistory.Teachingdifficultpoints教学难点EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticulturalcommunityinthe21stcentury.Teachingmethods教学方法Skimming,scanninganddiscussion.Teachingaids教具准备Arecorder,acomputer,aprojectorandsomepictures.Teachingprocedures&ways教学过程与方式StepⅠLead-inT:Boysandgirls,we’velearnedEnglishseveralyears.WeknowthatEnglishismainlyusedinEngland,Australia,theUnitedStatesofAmerica,etc.Andwe’renowlearningAmericanEnglish.ButhowmuchdoyouknowabouttheUnitedStatesofAmerica—alandofdiversity?Asweallknow,theUSisaworldpowerwiththemostdevelopedeconomy.ItliesintheNorthAmerica,borderingboththeNorthAtlanticOceanandtheNorthPacificOcean,betweenCanadaandMexico.TherearefiftystatesintheUS.Forty-eightofthemareinthesingleregionbetweenCanadaandMexico;thisgroupisreferredto,asthecontinentalorcontiguousUnit