、教學內容分析：

　　本單元主要圍繞了具有多元文化的美國這一主題展開，其中重點介紹了佳利福尼亞州的多元文化特征。本單元有助于培養學生跨文化交際意識，進一步拓寬視野，為終身學習奠定良好的基礎。

本單元所涉及的要點：

　　通過了解美國的多元文化特征，培養學生跨文化交際意識；通過對加州移民的深入了解，使學生認識到“美國是民族的熔爐”；掌握本單元教學目的和要求中詞匯的用法；掌握在書面表達中如何使用“方向和位置”來介紹一個地方和描述一個事件，以及鼓勵別人說話的方法；掌握名詞性從句的具體用法。

Period 1 Reading

Teaching goals

1. Enable the students to talk about things about the USA.

2. Help the students learn the huge diversity of races and cultures in America, especially in California.

Teaching important and difficult points

Learn the huge diversity of races and cultures in California.

Teaching methods

Fast and careful reading; asking and answering activity; individual, pair or group work.

Teaching aids

A map, a blackboard and a computer

Teaching procedures

Step 1 Warming up.

1. Ask the students to describe what they learn about the USA.

2. Group work: look at the map of the USA with your group. Write on the map the names of as many of the following as you can. Compare your names with other groups.

Step 2 Pre-reading

1. Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?

2. Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.

Step 3 Fast reading

1. Read through the passage and get the main idea.

2. Reading comprehension.

Ask the students the following questions:

1) When you look at the title, what so you think of ?

A land of differences. California is a land of great differences - differences in climate, in landscape and attitude.

2) Why is the USA called a melting pot?

There are many immigrants to the USA and there are many cultures and nationalities. So it is a place in which people, ideas, etc of different kinds gradually get mixed together.

3. Beside each date note down an important event in Californian history.

Step 4 Detail reading

Beside each cultural group , write the period in which they first came to California in large numbers.

Cultural groups Periods Cultural groups Periods

Russians early 1800s Japanese Early 1900s

Chinese Late 1840s/early 1850s Cambodians From about the 1970s

Africans 1800s Koreans From about the 1970

Italians Late 1800s Danish 1911

Jewish 1920s Pakistanis From about the 1970s

Step 5 After reading

Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )

Step 6 Homework

Finish “Learning about language” on page 4.

Period 2 Language points

Teaching aims:

1. Learn expressions and phrases.

2. Learn language points.

Teaching important points:

Language points

Teaching methods:

Presentation and practice

Teaching procedures

Step 1 Revision

Retell the passage

Step 2 phrases

the third largest state 第三大州

A multicultural state 一個具有多種文化的州

By means of 通過……工具

In prehistoric times

In addition 另外

die from 死于……

In the 18 century 在18世紀

Fight against 反對…..而戰爭

The majority 大多數

Gain independence 獲得獨立

Achieve one’s dream 實現某人的夢想

Make a life (for sb) 謀生

Step 3 Language points

1. means: a method or a way of doing. 方式，方法，手段（但復數同形）

Translate:

一切可能的辦法都試過了。

All possible means have been tried.

= Every possible means has been tried.

by means of : by using 依靠，憑借

2.occur: come into sb’s mind (想起，想到)

　　　　happen, take place(發生)

1)When did the accident occur?發生

2)A good idea occurred to me all at once.想到

3.multi-前綴，是“多，多方面，多方向”的意思

multi-coloured 多色的

multi-racial country 多種族國家

multi-media 多媒體

multiparty 多黨

multiparty system 多黨制

multi-purpose 多種用途

思維拓展：

mono-前綴：one, single 單

　eg: a monolingual dictionary(單語詞典)

bi-前綴：two, twice, double雙

　eg: a bilingual dictionary(雙語詞典)

4.Declare v.宣告，聲稱，宣稱，申報

　translate the following sentences

1) War was declared on the enemy.

2) She declared that she knew nothing about it.

3) Have you anything to declare.

declare oneself 發表態度

declare war on/upon 宣戰

declare against 聲明反對

declare for 聲明支持

5.Keep up:保持,堅持,持續

1)The manager asked the workers to keep up the work.

2)The rain kept up for two days and the roads were floaded.

Step 4 Exercises: translation

1.我就是想不起他的名字.(occur)

His name just didn’t occur to me.

2.他宣稱他是正確的.(declare)

He declared that he was right.

3.鼓起勇氣,成功就屬于你.(keep up)

Keep up your courage, and success will be yours.

4.他雖然不會說話,但能通過手勢讓別人知道他的意思.(by means of)

He couldn’t speak, but made himself understood by means of signs.

Step 5 Homework

Review the language points.

Period 3 Grammar

Teaching aims

1. Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive.

2. Help the students learn how to use the Noun Clauses.

Teaching important and difficult points

Differ the noun clauses.

Teaching methods

Analysis and have some discussions.

Teaching procedures

Step 1 Preparation

Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.

1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主語從句)

2)The fact that they arrived a long time before Europeans is what matters.

Appositive clause(同位語從句) & Predicative clause(表語從句)

3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(賓語從句)

Step 2 Discussion

Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive.

名詞性從句 特征

主語從句

賓語從句

表語從句

同位語從句

Step 3 Analysis

1.高考考查熱點:

1)名詞性從句的語序（陳述句語序）；

2)幾對重要關聯詞的區別：whetherif, what hat, whatwhatever, whowhoever, etc;

3)it用作形式主語或形式賓語代替主語從句或賓語從句；

4）根據具體情景選用適當的關聯詞。

2.根據例句，討論：

1）whetherif的區別

I. Please tell me if/whether you will go to the lectures tomorrow.

II. It all depends on whether the sky will clear up.

III. The question is whether the film is well worth seeing.

IV. Whether he will be well tomorrow I’m not sure.

V. Whether it is true remains a problem.

A.引導賓語從句，位于及物動詞后

B.引導賓語從句，位于介詞后

C.引導賓語從句，放句首

D.引導表語從句，主語從句或同位語從句

whether: A, B, C, D

if: A

2)What hat的區別

I. I think that it is unnecessary for me to speak louder.

II. His mother is satisfied with what he has done.

III. That he was able to come made us happy.

IV. This is what makes us interested.

V. The reason was that Tod had never seen the million-pound note before.

所引導的從句中是否缺主語、表語或賓語 漢語意義 能否省略

What 缺 什么；所……的東西、事情 否

that 不缺 無意義 賓語從句中能省略

3）whowhoever; whatwhatever的區別

I. The spoken English competition is coming. Who will attend the meeting hasn’t been decided yet.

II. I believe whoever takes part in the competition will try his best.

III. Can you tell me what you would like to order?

IV. Whatever happens, don’t be surprised.

V. All the food here is delicious. Just order whatever you like.

名詞性從句 讓步狀語從句

Who 表示“誰” /

Whoever 表示“…的任何人” 表“不論誰”

What 表“什么，所…的東西、事情” /

Whatever 表“…的任何東西” 表“無論什么”

4)常見的it作形式主語的結構

I. It is a fact that he won the match.

II. It is necessary that we do study the English.

III. It is known to all that light travels in straight lines.

IV. It seemed that he would come here.

基本句型結構 常用詞語

It is + 名詞 + that從句 It is a fact/a shame/a pity/no wonder/good news/…that…

It is + 形容詞 + that從句 It is necessary/strange/important/possible/likely/…that…這類主語從句中,謂語動詞常為(should)+動詞原形

It is + 過去分詞 + that從句 It is said/reported/decidede/known/…that…

It + 不及物動詞 + that從句 It seemed/happened/doesn’t matter/has turned out/…that…

Step 4 Practice

1)Exs.3&4, Students Book P5

2)Make sentences using noun clauses as the subject, object, predicative and appositive.

Step 5 Homework

1.Review what we have learnt today.

2. Translate sentences:

1)顯而易見, 英語很重要.(主語從句)

2)瑪利認為他會幫助她.(賓語從句)

3)我從來未到過那兒這事實是真的.(同位語從句)

4)問題是我們下一步該怎么做.(表語從句)

Period 4 Listening and speaking

Teaching goals

Train their listening and speaking abilities.

Teaching important and difficult points

Help the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.

Teaching methods

Pair work and group work, discussion and cooperation

Teaching aids

A recorder, a computer, and a blackboard

Teaching procedures

Step1 Listening

1. The first time the students listen to the tape they are expected to listen for the gist only. Read Ex1 on page 6 with students so that they know what to listen for and play the recording right through without stopping.

4 Geographic areas of California

2 Where George’s tour started

3 California not as George expected

1 Where George is now

5 Californian people

2. Read the postcard on page 6 with students and ask them to recall the missing information. Then play the tape right through while students listen for the missing details. Play it twice if necessary and then check answers by playing the tape again and stopping when the missing details are given.

Dear Sam,

I’m here in Joshua Tree National Park, in the___southeastern_

part of California. Have been traveling around the state of

__california___ for three weeks now. Very different from what

I have seen in ___American movies____ . Not everyone is ___rich__

and not everyone lives near the __beach_____. First traveled

southeast through rich farmland then to the central part.

They grow everything here including __cotton, nuts, vegetables_____

and fruit. Cattle too. Then traveled further ____southeast______ into

mountains and ____desert_____.Californians are very friendly,

and they are from many different ___races_____ and cultures.

Every culture has its own ____music__, ___festivals_____, food and art.

Most interesting. Wish you were here. Give my love to Paula.

George

3. Tell the students that when they listen to this time they are to focus on what Christie, who is mainly listening, says. Play the tape and stop after each thing that Christie says so that students can write down her words according to the chart on page 7.

Christie’s questions That is interesting.

Where are you ? Cool.

Where is that? You watch too many American movies.

What are you doing down there? That is interesting.

How is the trip been? I wish I could see it for myself.

What is it really like? That doesn’t surprise me.

Such as? Oh, I see.

Hispanic? Sounds great

4.Get the students to compare their answers with their partners and check the answers.

Step 2 Speaking

With a partner hold a telephone conversation about a place you have visited recently.

1. Sit back to back with your partner so you can’t see each other.

2. Partner A: Talk about where the place is , what the climate is like, what you thought about the people, and any other interesting things you saw or did.

Partner B: Encourage your partner to talk by asking questions and making comments.

3. Swap roles. Partner B tells Partner A about hisher visit.

Step 3 Homework

Write a short passage about the place they have visited recently.

Period 5 Using Language

Teaching goals

Target language

Useful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a great many.

Teaching important and difficult points

1. Improve the students’ reading ability (skimming and scanning).

2. enable the students to grasp the useful words and expressions.

Teaching methods

Reading, discussion, cooperative learning

Teaching procedures:

Step 1 Lead-in

1. Look at George’s photos. Then quickly read George’s diary. Write the days he saw these things under the photos.

2. Read George’s diary more slowly and answer the questions.

1.Why did Andrew Hallidie invent the cable car system?

2. Where did George eat lunch on his first day in San Francisco?

3. Why did George hire a car? Why do you think he joined up with Terri and Peter?

4. Name three things that visitors can do in Chinatown.

5. What is Alcatraz Island famous for?

3. Read George’s diary again. Put the mark”^” in the places where George has left out some words. Discuss with others in your class: Why did George leave out some words when he wrote his diary?

Step 2 Language points

1. Team up with: make an effort in cooperation with; work together with與……協力從事,合作

Translate:

He teamed up with an experienced worker in the project.

2.hire 解雇

fire 租,雇傭

1)You are _fired___, because you are so lazy for the work.

2) I must ____hire_ a house when finding a job in the city.

3.take in

1) He had nowhere to live in, so we took him in.接納

2)The dress needs to be taken in.改小

3)They listened to my lecture, but how much did they take in , I wonder?理解

4)Don’t let yourself be taken in by these politicians.欺騙

Take off 拆開,拆散

Take on 貶低, 貶損名譽等

Take apart 從事,對…..產生興趣,打聽,占用空間或時間

Take away from 脫下,脫去,起居,休假,離開

Take up 開始雇傭,露出,承擔,接受

Step 3 Pair work and consolidation.

Make sentences with the new words learned in this lesson.

Step 4 Homework

1. Read the passage atain

2. Prepare for the diction of the useful words and expressions of this unit

3. Prepare for the writing of the next lesson.

Period 6 Writing

Teaching goals

1． Enable the students to take an active part in searching for information and discussion.

2． Enable the student to writ a short group essay about a city, province or zone in China and improve the students’ ability of writing.

3． Enable the students to share their essays with other groups.

Teaching important and difficult points

How to organize and write a short essay about a city, province or zone.

Teaching methods

Research, cooperative learning

Teaching aids

A computer or some pictures

Teaching procedures:

Step 1 Discussion

1. Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about.

2. Get the students to discuss their choices with other groups and make sure that each group will be writing about a different place.

3. Once the students have decided on a place, ask them to discuss what topics they will write about and in what order they will write about them.

Here are some examples of topics.

Topics Features

Location

Climate

Geography

History

Population

Production

culture

Step 2

1. Get the students to give each person in the group one of the topics from the list to write a paragraph about.

2. when everyone has finished, ask the students to read the paragraphs aloud in the correct order, making suggestions for improving each others’ writing and check each others’ spelling, punctuation and grammar.

3. Get the students to decide what they want to write in concluding paragraph. It should make a common on the future development of this place.

4. Ask the students to write a clean copy of the whole essay.

5. Put in maps, pictures, tables or charts where necessary to make it attractive.

Step 3 Sharing

Make a wall display or a class booklet containing the essays from every group.

Sample writing:

Beijing is the capital city of China and covers 16,800 aqkms. It is surrounded by mountains to the north and west. One of them, Ling Shan, is over 2,300 meters high. The climate can be very dry in winter and humid in summer. Autumn is the best season because it is usually fine and pleasantly warm.

Beijing was the capital city of many dynasties in Chinese history. These dynasties left a large number of architectural souvenirs in the city: the Forbidden City, the Summer Palace and the Temple of Heaven, etc. There is also a legacy of royal parks: Jingshan and Beihai. Since1949 these parks and buildings have been open to the public.

Nowadays, Beijing is the capital of a thriving country with a large population. More than half of them live in the 3entr of the city. As well as being an important economic centre Beijing is als9o the site of the main venue for the Olympic Games in 2008.

As befits its status, Beijing is the centre of many cultural activities, such a s concerts, operas, modern painting exhibitions and international events. Today Beijing is indeed an example of a city in the modern world.