选修八-Unit-1-unit5全册教案

Unit1Alandofdiversity

I.单元教学目标

技能目标SkillGoals

ATalkabouttheUSA

ATalkabout(going)places

▲LearnthewordsabouttheUSA

▲Learnhowtoaskquestionsandmakecomments

▲LearntheusageoftheNounClauses

▲Writeanintroductiontoplaces

▲StudythecultureandpeopleoftheUSA

II.目标语言

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!

1.四会词汇

StraitdistinctArcticmeansmajorityministryCatholic

hardshipelectfederalrailpercentageItalyDenmarkboomaircraft

KoreaKoreanPakistanimmigrationracialcrossingvicenephew

词poleapplicantcustomssocialistoccurcattleindicateluggage

汇shavetramapparentapparentlybrakeconductorslipbakeryferryhire

seagullanglenowherepunishmentjusticemourncivilauthorityrefonn

graspthankfulinsert

2.认读词汇

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

cable,Andrew,wharf,Alcatraz

3.词组

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

upwith,markout,takeinagreat/goodmany,applyfor

结LearntousetheNounClauses

构

1.However,itislikelythatNativeAmericanswerelivinginCalifornia...

P2

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

点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.教材分析和教材重组

i.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LISTENINGLISTERNINGTASKANDREADINGTASK,都

是关于新奥尔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

1stPeriodReading

2ndPeriodLanguagestudy

3rdPeriodGrammar

4thPeriodIntegratingskills(I)

5thPeriodExtensivereading

6thPeriodIntegratingskills(II)

IV.分课时教案

TheFirstPeriodReading

Teachinggoals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,makealife

b.重点句子

However,itislikelythatNativeAmericanswerelivinginCalifornia...P2

OfthefirstSpanishtogoto...,themajoritywere...P2

Thatiswhy...P2

Somediedorreturnedhome,but...P2

AlthoughChineseimmigrants...,itwasthebuildingof...P2

Itisbelievedthatbeforelong...P3

2.Abilitygoals能力目标

EnablethestudentstotalkaboutthehistoryofCalifornia.

3.Learningabilitygoals学能目标

EnablethestudentslearnhowtotalkaboutthehistoryofCalifornia.

Teachingimportantpoints教学重点

EnablethestudentslearnhowtotalkabouttheimportanteventsinCalifornian

history.

Teachingdifficultpoints教学难点

EnablethestudentstoexplainthereasonswhyCaliforniaissuchamulticultural

communityinthe21stcentury.

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-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教学目标

1.Targetlanguage目标语言

重点词汇和短语

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

makealife,agreatmany

2.Abilitygoals能力目标

Enablethestudentstolearnaboutthewordtransformationbetweenthenouns,

adjectivesandverbs.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtoknowthepartsofspeechaccordingtothesuffixes.

Teachingimportantpoints教学重点

GetthestudentstoknowthewordabouttheUSA.

Teachingdifficultpoints教学难点

Getthestudentstoknowthewordformationbyaddingsuffixes.

Teachingmethods教学方法

Studyindividually,practiceingroups.

Teachingaids教具准备

Acomputerandarecorder.

Teachingprocedures&ways教学过程与方式

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