《全模块教案》word版.doc

Book 9 Module 5 The first Americans全模块教案I. 模块教学目标技能目标Skill Goals Talk about Christopher Columbus Learn about the Native Americans, Zheng He and the history of Chinese Americans Learn the usage of and, when, on, come, can and any Learn the presentation skills of giving a lecture Write a passage about a Native American tribe II. 目标语言功能句式Talk about historic events and historical personsHe/ She lived in from (year) to (year).His family come from / He was brought up inFirst of all, / After a while, / It was not until he / she that / Meanwhile, Suddenly, / To his / her surprise, / Unfortunately, / He was lucky toHe / She was the first person to He / She was famous forTo this day, he / she is known all over the world for词汇1.四会词汇 prosper, Christianity, resent, hostile, brutal, collaboration, starvation, chief, invader, nomadic, fearless, livestock, reservation, 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, removal, acquaint, execution, stockade, drizzle, doom, brigand, enormity, conceal, greed, exile, groan, fertile, legendary, raid, military, retreat 2.认读词汇 primarily, await, void, manufacturer, atmosphere, irrigation, dependent, virtually, nugget, seal, warfare, bayonet3.词组 set foot on, lead to, refer toas, in peace, convertto, needless to say, insist on doing, make peace (with sb), in turn, 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, in view of, be/become/get acquainted with 4.重点词汇brutal, convert, fearless, fertile, hostile, invade, prosper, inhabitant, military, retreat, collaboration, convert, legendary, livestock, nomadic, raid, retreat, starvation, admiral语法Learn the usage of and, when, on, come, can, some and any重点句子1. Columbus was the first European to set foot on the North American continent. P572. The people who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”. P583. Native Americans are believed to have come to North America from north-east Asia, arriving over a land bridge between Siberia and Alaska about 12,000 years ago. P584. Only in 1868, after four terrible years were they allowed to return to their land. P595. 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. P646. 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. P677. Chinese immigrants may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city. P678. The removal of the Cherokee Indians from their life-long homes in the year of 1838 found me a young manand a soldier in the American army. P699. 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. P69III. 教材分析与教材重组1. 教材分析本模块以“The First Americans”为话题，从听、说、读、写等方面呈现了首批美国人各个种族部落的历史发展。旨在通过本模块的学习使学生更加全面、深刻地了解美洲居民悲惨的历史，第一个到美国的外来者，美籍华人的生存发展以及在美国历史上所做出的贡献。通过围绕这一主题所展开的听说读写训练，让学生能够介绍某一著名的探险者和美洲部落。 1.1INTRODUCTION首先向学生陈述了四个有关Christopher Columbus 发现美洲大陆的陈述，让学生结对根据已有的知识讨论并根据判断其正确性，最后核实观点。引导学生关注讨论有争议的重大历史事件的同时，激发对中心话题的兴趣，预测并为学习内容热身。1.2 READING AND VOCABULARY (1) 的阅读部分向学生们介绍了首批美国人的发展历史，其中主要逐一介绍了六个最大的美洲土著居民部落。它向学生们讲述了欧洲白人定居者如何掠夺美洲土著居民的土地、如何对美洲土著居民进行杀戮和追赶以及美洲土著居民如何奋起反抗的历史事实。通过这一部分的学习，可以使学生了解美国早期血腥、残酷、贪婪的历史，对美洲土著居民有更深刻的认识。学生在学习语言的同时， 通过阅读回答问题，掌握对阅读内容进行预测判断，并从中获取细节信息的能力。1.3 LANGUAGE IN USE (1)帮助学生学习并灵活掌握运用and, when 和on的用法。1.4 LISTENING部分有三项任务：Activity 1让学生通过听，回答有关著名部落首领Sitting Bull的问题。Activity 2要求学生通过听判断并确认所列词语的正确含义；Activity 3对学生在训练听力是有目的、有重点。1.5 LANGUAGE IN USE (2) 先通过单句的学习使同学们体会come, can, some 和any 的用法，然后让同学们在语篇中学会运用它们。1.6 READING AND VOCABULARY (2) 提供了一篇探讨郑和是否为第一个踏入美国的外来者的短文，从而体现了郑和在历史上所做的伟大贡献。同时使同学们通过回答问题深层次理解短文并学习一些重点词汇的用法。1.7 PRESENTATION SKILLS Giving a lecture要求学生两人一组选择一位有名的探险者，利用网络或图书馆等资源，来搜集探险家和其探险的信息。并为同学们列出一些描述探险家生平的表达法，旨在帮助同学们将自己的任务结果更好地展示给全班同学。1.8 READING PRACTICE 通过讲述美籍华人在美国的历史，使同学们认识到美籍华人对美国的发展不仅起着关键性的作用，而且还做出了卓越的贡献。同时使同学们间接地了解了美国的重大的历史事件。1.9 CULTURAL CORNER 向同学们简单介绍了安德鲁杰克逊总统的一项决议：驱逐美洲土著居民，强迫他们离开自己的家园而移居到新的领域。这一决议导致了许多美洲土著居民在移居的过程中丧生，使同学们了解到美洲土著居民真实的悲惨的历史。 1.10 TASK 要求同学们以小组活动的形式，选择某一美洲土著居民的部落，可以通过网上资源的信息，向全班同学介绍这一部落的基本情况。 1.11 MODULE FILE 部分简要总结了本模块所学的重点单词，短语及语法。2. 教材重组 2.1将INTRODUCTION、LISTENING和 WORKBOOK中的Listening 整合在一起，设计成一节“听说课”。 2.2将READING AND VOCABULARY (1)、CULTURAL CORNER和WORKBOOK中的Vocabulary 整合在一起，设计成一节“阅读课（I）”。2.3将LANGUAGE IN USE (1)、LANGUAGE IN USE (2) 和WORKBOOK中的Language in use整合在一起，设计成一节“语言学习课”。2.4将READING AND VOCABULARY (2) 、READING PRACTICE和WORKBOOK中Reading and speaking的整合在一起，设计成一节“阅读课（II）”。2.5将PRESENTATION SKILLS ,TASK和WORKBOOK中的Speaking and writing 整合在一起，设计成一节“写作课”。3. 课型设计与课时分配 1st Period Listening & Speaking 2nd Period Reading (I) 3rd Period Language Study4th Period Reading (II)5th Period WritingIV. 分课时教案The First Period Listening & SpeakingTeaching goals 教学目标1. Target language目标语言a. 重点单词和短语region, territory, treaty, prospector, threaten, retreat, triumph, famine, surrender, clash with sb, set foot on, set eyes on / upon b. 重点句子 Columbus was the first European to set foot on the North American continent. Ability goals 能力目标Enable the students to learn about Christopher Columbus and Chief Sitting Bull.Enable the students to grasp the key words that can help them to answer the questions while listening to the tape. Learning ability goals 学能目标Help students learn how to grasp the key words that can help them to answer the questions while listening to the tape. Teaching important and difficult points教学重难点Skills of listening for key words.Teaching methods教学方法Listening, speaking, individual and cooperative learning. Teaching aids教具准备A recorder, a projector and some slides.Teaching procedures and ways教学过程与方式Step I Lead-inElicit the famous explorer Christopher Columbus and arouse the students interest in this module. T: How is it going, boys and girls?S: Fine! T: And how about your geography and history?S: Fine. / Good! .T: Well, here, let me check you. Are you ready? S: Yes!T: As we know, there were many famous explorers in history especially in Europe. Can you name some of them?S: Yes. Let me try. John Cabot, Sir Humphrey Gilbert, James Cook, Francis Drake, Martin Frobisher, John Franklin, Henry Hudson, Jacques Cartier, Samual de Champlain, Marco Polo, Christopher Columbus and Ferdinand Magellan. T: Quite right. Who knows other great European explorers?S: Hernando Cortes, Vasco da Gama, Gaspar Corte Real , Henny the Navigator and The Vikings. T: Wonderful! Both of you have a wide range of knowledge. People were led by different strong motives to European exploration and expansion in the 15th and 16th centuries. Among these, there was an Italian explorer who sailed across the Atlantic Ocean in 1492, hoping to find a route to India (in order to trade for spices). Who can you guess he is?Ss: Christopher Columbus.T: Good. Step II IntroductionGet the students to talk more about Christopher Columbus and Columbuss discovery of historical importance.T: Columbus was a famous and great European explorer and his discovery is rightly regarded as the most historically important and will continue to be. How much do you know about Columbus and his discovery? Next, do a quiz about that. Work in pairs and then tell us the answers. .Show the following on the screen: 1 When was Columbus born and died?2 How many times did he make his voyage? And when was each voyage?3 Where did he go during his voyage?4 Why was his voyage very important?After 2 or 3 minutes, check the answers.T: Time is up. Finished? Any volunteer?S: Let me try. Columbus was born in 1451 and died in 1506.T: Good. Next question?S: He made a total of four trips during the years 1492 1504. He made his first voyage during the years 1492 1493; the second one, 1493 1496; the third one, 1498 1500; and the last one, 1502 1504.T: Exactly. What about the third question?S: He sailed across the Atlantic Ocean and went to the Caribbean and South America during his voyage.T: Right. Now the last one?S: This is because, unlike the others, Columbus brought about permanent large scale two-way commerce between the Old World and the New. Previous discoveries were so obscure that almost no one in either hemisphere was aware of the other hemispheres existence prior to Columbus. But after Columbus, everyone knew. The Admiral of the Ocean Sea, unlike his predecessors, changed the world.T: OK. Now you have learned much information about Columbus and his discovery. Please open your books and turn to Page 57. There are four statements related to Columbuss expedition in Activity 1. Please work in pairs and decide the statements are true or not. Ill give you 2 minutes.After 2 minutes, check the answers with the whole class.T: Have you finished your discussion?Ss: Yes.T: Would you like to know the correct ideas?Ss: Of course.T: OK. Now look at the screen and Ill ask four of you to read the answers for all of us.Ask four students to read one by one. After that, deal with some questions raised by the students.T: (Point to the sentences.)Have you got any questions about them?S: Could you explain the meaning of the phrase: set eyes upon?T: OK. It means “see”. Any other questions?S: No.Step III Listening (Page 62)First let students learn how to make notes. Then get them to finish the activities in Listening.T: Just now we talked about Columbus. He brought great contributions to America. Because of that, people began to know the tribes on that land. And because of that people knew one of the great tribe chief-Sitting Bull. Do you know him?S: No.T: Well, lets look at this.Show students some information about Sitting Bull.He came from the Sioux tribe, which was one of the biggest Native American tribes. And they were famous for their bravery and fighting skills. T: Have you got it?S: Yes.T: Very good. Please turn to Page 62. You see, there are so many questions in Activity 1. So can you tell me how to listen to this efficiently?S: Read the questions first, and listen carefully.S: Take notes.T: Great! Can you tell me how to take notes?S: Write down key words and phrases, not whole sentences.S: Use contractions and abbreviations whenever possible.T: Beautiful! Next, read through Activity 1 and see what you are required to do.T: Have you finished?S: Yes. T: Once again, tell me, what you should when doing listening practice.S: At the first time, try to write down the key words related to the answers to the questions. S: At the second time, try to complete the answers. S: At the last time, you should check your answers according to the listening material. T: Great! And dont forget toS: Take notes!T: Thats it.Get students to check their answers before they listen for the last time. Finally show and check the answers together.T: You get the general ideas, dont you?S: Yes.T: Next, lets do Activity 2. Allow students enough time to do that. After students finish it, play the tape again and get them to check their own answers. At last check the answers with the whole class and make sure students understand the words.Step IV DiscussionT: By listening we know that Sitting Bull was an extraordinary tribe chief. Next, work in pairs and discuss the questions on the screen. After several minutes, Ill ask two pairs to give your result of discussion to us.Show questions in Activity 3 on the screen.1 What do you think the virtues are of a strong leader?2 In which way was Sitting Bull a strong / divisive leader?Allow students enough time to do this, walk around and give them a hand if necessary.T: OK. First one, who wants to have a try?S: Clarify roles and goals; build on strengths; confront poor performance; serve their teams and organizations; give good feedback; ask and listen and cheerlead.S: In our opinion, effective leaders develop people. Rather than running around solving problems, while overflowing e-mail and voice-mail boxes suck up huge amounts of their time and energy, strong leaders empower and enable others to solve daily operational problems. Of course, successful leaders also direct and control when needed. But mostly they teach and engage people throughout their organization to reach ever-higher performance levels. Strong leaders dont just see people as they are. They coach people into becoming what they can be.T: Quite right. What about the second question?S: We both think that Sitting Bull was a strong leader because as a Hunkpapa Lakota chief and holy man under whom the Lakota tribes united in their struggle for survival on the northern plains, Sitting Bull remained defiant toward American military power and contemptuous of American promises to the end.S: The reason why he was a divisive leader is that as a strong voice for his people, he led them in their dealings with the United States and the United States Army was afraid that Sitting Bull was the leader.S: Sitting Bull became known as being fearless and a brave fighter, who won the battle and fought to maintain his peoples way of life. And as a young man, he successfully increased Sioux hunting grounds.T: Wonderful! All of you did a good job.Step V Listening (Page119)Let students turn to Page 119 and read Activities 10 and 11 quickly. Then play the tape and let them listen to the discussion. At the first time, get students to try to finish Activity 10. At the second time, let students try to finish Activity 11. After the students finish the activities, play the tape a third time and ask the students to check the answers according to the listening material. At last check the answers.Step VI Summary and homeworkT: Youve done a really good job today. So, tell me what we have learned today?S: Today weve learned much about Christopher Columbus and Sitting Bull.S: And weve learned about how to listen for key words to answer questions.S: We also have done some listening practice. T: Thats it. After class, please preview READING AND VOCABULARY (1) and CULTURAL CORNER. You can also surf the Internet to get some information about childrens understanding of Native Americans. Goodbye, everyone.Ss: Goodbye, Mr. /Ms !The Second Period Reading (I)Teaching goals 教学目标 1. Target language 目标语言 a. 重点单词和短语 brutal, fearless, fertile, hostile, invade, prosper, inhabitant, retreat, military, refer toas, in peace, convertto, needless to say, insist on doing, make peace (with sb), in turn, in view of, be/become/get acquainted with b. 重点句子 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 come 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 manand 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 能力目标Enable students to learn about the history of the Native Americans.Learning ability goals 学能目标 Help students learn about the history of a certain nation.Teaching important and difficult points教学重难点Help students analyze the structure of the passage and guide the students to talk about the history of the Native Americans.Teaching methods 教学方法Inferring, predicting, skimming, scanning, listening and discussing.Teaching aids 教具准备A tape recorder, a projector and a computer.Teaching procedures & ways 教学过程与方式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 / MrsT: First, tell me, last period we learned aboutS: Columbus and Sitting Bull.T: Right! And is Columbus the first non-native American 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: Weve 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 childrens understanding of Native Americans?Ss: Yes. T: Whod 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: N