高三英语课件：Module 5 The First Americans(外研选修9)
外研版选修九Module5《The First Americans》ppt课件2
4. were almost destroyed by hunger.the Cherokees
5. lived on the plains the Sioux
6. were not famous for being peaceful.
the Navajos
7. .had to move west because they lost their hunting grounds. the Sioux 8. were nomadic and lived in the south –west. the Apaches 9. were famous warriors. the Apaches 10. fought with other Native American tribes. the Apaches 11. stole horses from the Spanish. the Apaches
The biggest Native American ethnic groups. A simple introduction to the Iroquois.
Para 4
Para 5
the Cherokees
the Navajos
the Sioux
Para 6--- 7
A simple introduction to the Cherokees and how they suffered because of the order of the removal from their land by US President Andrew Jackson. Para 8----9 A simple introduction to the Navajos and how they suffered under the unfair treatment of the unfair treatment of the US government. Para 10-11
英语：Module 5《The First Americans》课件(外研社选修9)
1. Why were the first Americans referred to as “Indians”?
2. The arrival of Europeans led to war and disaster to the first Americans.
3. Native American ethnic groups or tribes.
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Part Two (para.T_w__o_ to
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Part Three (para.F_o_u_r_ to
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Part Four (para._F_o_u_r_t_e_e_n
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9. A person living in a place inhabitant
10. Move back to a placere Nhomakorabeareat
11. Connected with the
6. Well suited to producing
food
fertile
army military 12. Very cruel brutal
1.Native Americans were once called “Indians” because ______
A.Columbus once reached India B.Columbus mistook America for India C.they look like Indians D.they come from India
4. Do you think Columbus is a very important person in American history? Why or why not?
高中英语 module5 The First Americans Language Study教案
The Third Period Language StudyAbility goals 能力目标Enable students to use and, when, on, e, can, some and any properly.Learning ability goals 学能目标Help students to learn how to use and, when, on, e, can, some and any properly. Teaching important and difficult points教学重难点How to use and, when, on, e, can, some and any in contextproperly, especially the difference between some and any.Teaching methods教学方法Explaining, summarizing and practicing.Teaching aids教具准备A puter and a projector.Teaching procedures and ways教学过程与方式Step I RevisionCheck students’ homework.T: Have you finished your homework?Ss: Yes.T: I’ll ask some of you to report your homework. Any volunteers?S: Before the arrival of the Europeans, there were some people who inhabited the North American continent. The original inhabitants of North America are referred to as Native Americans. They 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. The early inhabitants formed tribes and prospered in the rich and fertile lands of North America. However, the arrival of Europeans, particularly from Britain and Spain, led to war and disaster. Native Americans were treated brutally by the Spanish. Altogether there were six biggest NativeAmerican ethnic tribes, such as the Cherokees and the Sioux. They fought against the invaders bravely. However, many of them were arrested, dragged and driven out of their own land. As a result, a lot of the Native Americans died of brutal treatment, starvation or disease. Today there are about two million Native Americans.Then check the answers to Activity 2 on Page 58、Activity 5 on Page 60 and Activities 4 – 6 on Pages 116 and 117with the whole class.Step II Language in useHelp students learn to use and, when, on, e, can, some and any through contextproperly, especially the difference between some and any.First guide students to finish the activities in LANGUAGE IN USE (1) and (2) one by one and help them to learn the usage of and, when, on, e, can, some and any referring to the explanation. Then get them to plete the two passages on Pages 61 and 63 and learn to use them in context properly. The main and the difficult point in this step is the difference between some and any.Show the following sentences with some and any on the screen.1 There’s some rice in the fridge.2 Would you like some milk in your tea?3 I didn’t eat any meat.4 Do you know any French?5 Give me a pen —any pen will do.6 I can’t run any faster.7 Is your father any better?T: Look at the seven sentences with some and any. Please work in pairs and discuss the difference between some and any.Then help students find out the difference and make a summary of the rules.T: Any difference between some and any? Who knows?S: Generally speaking, “some” is used in affirmative sentences, and in questions expecting a positive reply, which can be concluded from the first and the second examples; while “any” is used in negative sentences and in questions, which we can learn from the third and the fourth examples.T: In which cases can any be used besides the usage mentioned just now?S: “Any” means one out of a number (the particular choice being important) in the fifth sentence. What’s more, “any” can be used w ith faster, slower, better, etc. in negative sentences and questions,T: Well done! You know their usage quite well. Next let’s do some exercises about the words.Step III PracticeGet students to do some exercises to consolidate what they have learned.The test questions from the college entrance examination .1 There’s no light on — they _____ be at home. ( 全国卷I )A can’tB mustn’tC needn’tD shouldn’t2 Please remind me _____ he said he was going; I may be in time to see him off. (全国卷I)A whereB whenC howD what3 We hope that as many people as possible _____ join us for the piic tomorrow. (全国卷II)A needB mustC shouldD can4 If it were not for the fact that she _____ sing, I would invite her to the party. (某某卷)A couldn’tB shouldn’tC can’tD might not5 It’s already 10 o’clock. I wonder how it _____ that she was two hours late onsuch a short trip. (某某卷)A came overB came outC came aboutD came up6 I had just stepped out of the bathroom and was busily drying myself with a towel _____ I heard the steps. ( 某某卷)A whileB whenC sinceD after7 Some aspects of a pilot’s job _____ be boring, and pilots often _____ work atinconvenient hours. ( 某某卷)A can; have toB may; canC have to; mayD ought to; must8 Start out right away, _____ you’ll miss the first train. (某某卷)A andB butC orD while9 — Is Jack on duty today? (某某卷)—It _____ be him. It’s his turn tomorrow.A mustn’tB won’tC can’tD needn’t10 He was about halfway through his meal _____ a familiar voice came to his ears. (某某卷)A whyB whereC whenD while11 Don’t worry if you can’t e to _____ party —I’ll save ____ cake for you. (某某卷)A the; someB a; muchC the; anyD a; littleKey: 1—5 ABDCC 6—11 BACCCAStep IV Summary and homeworkT: Today we’ve learned how to use and, when, on, e, can, some and any in contextproperly, especially the difference between some and any.After class, first please finish Activities 1 – 3 on Page 115 and then read the passages on Pages64 and 66.The Fourth Period Reading (II)Teaching goals 教学目标1. Target language 目标语言a. 重点单词和短语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, 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 tob. 重点句子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.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.Chinese immigrants may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city.Ability goals 能力目标Enable students to learn about the Chinese Americans’ great contributions to the development of America and something about Zheng He.Learning ability goals 学能目标Help students realize the importance of the Chinese America ns’ great contributions to the development of America and learn something about Zheng He.Teaching important and difficult points教学重难点How to understand the history of the Chinese Americans well.Teaching methods 教学方法Discussing, fast reading and careful reading.Teaching aids 教具准备A tape recorder, a projector and a puter.Teaching procedures & ways 教学过程与方式Step I Revision and lead-inFirst check the answers to Activities 1 –3 on Page 115 and then arouse students’ interest in the Chinese Americans.T: Have you heard of YangZhenning, Li Zhengdao and Ding Zhaozhong?S: I heard of Yang Zhenning and Li Zhengdao.T: Would you like to tell us something about them?S:Yang was born on Sept. 22, 1922, in Hefei, Anhui Province in eastern China. He went to the United States and entered the University of Chicago in January 1946. After receiving his Ph.D. degree in 1948, Yang served for a year at the University of Chicago as an instructor and became a professor in 1955. Yang has worked on various subjects in physics, but has his chief interest in two fields: statistical mechanics and symmetry principles. While Li Zhengdao was born on November 24, 1926 in Shanghai, China. He went to the University of Chicago in 1946 and pleted his PhD. Later, Li became the university's youngest full professor at Columbia University. He did work on high energy particle physics, symmetry principles, and statistical mechanics.What’s the most important thing is that In 1957,Yang Zhenning and Li Zhengdao won the Nobel Prize in Physics jointly for their penetrating investigation of the so-called parity laws, which has led to important discoveries regarding the elementary particles.”Yang and Li were the first Chinese Nobel Prize winners. They are both Chinese-American phycists.T: Thank you! How much you know about them! Who knows something about Ding Zhaozhong?Any volunteer?S: Let me try. On January 27, 1936, Ding Zhaozhong was brought back to China by his parents when he was three months old. He moved to Taiwan with his parents in 1949. He once worked in the Nuclear Center in Europe for one year, and began teaching at Columbia University since 1964 and became professor at the Massachusetts Institute of Technology in 1967. He is a world-famous physicist, leading hundreds of scientists from different countries, to work on an important experiment to explore the universe’s origin. He is the first Nobel Prize winner to deliver a speech in Chinese at the award ceremony. It is Professor Ding Zhaozhong, the famous Chinese-American physicist.T: Another learned student. What great Chinese Americans! We should be proud of them.Today many Chinese Americans have played an important role not only in the development of America, but also in the development of the whole world. In fact the early Chinese Americans also made great contributions to the development of America, especially during the very foundation of the country. Today let’s learn about the history of the Chinese Americans.Step II Reading (Page 66)Ask students to read the passage and realize the importance of the Chinese Americans’ great contributions to the development of America.Pre-readingT: Some of you know much about today’s Chinese Americans. But how much do you know about the history of Chinese Americans? Now I’ll give you a quiz. Please work in pairs and try to answer the questions on the screen.Show the questions in Activity 1 on Page 66 on the screen.After a few minutes ask five of the students to report their discussion.T: Who’d like to answer the first question?S: We both think that probably in the middle of the 19th century, that’s to say, in the California Gold Rush, Chinese workers first went to the USA.T: That sounds reasonable. Next one?S: Both of us think that they mainly went to the West and South in the country.And California is one of the places.T: Good. What about the third question?S: At first, drawn by news of the California Gold Rush, they arrived in America with the purpose of make a big fortune. However, most of them didn’t realize their dreams.T: OK. Then what jobs did they do?S: Some of them worked in wool mills and shoe and clothing manufacturers and were the employees. But some immigrants even started their own factories and acted as the employers. Besides, some of them worked in the fields of mining, land development and irrigation or helped to build the Transcontinental Railroad. T: The last one?S: Many Chinese Americans still live in America.T: You all did a good job. Is what you said correct or not? Now please read the passage on Page 66 quickly and check your answers to the questions.While-readingT: Read the passage again and try to make notes about the main idea and plete the table in Activity 4.After a few minutes, check students’ understanding of the passage.T: How many parts do you think the passage can be divided into and what does each part tell us?S: Four parts, in my opinion. Part 1, that is to say, the first paragraph, tells us why several waves of Chinese immigrants arrived in America. Part 2 includesthe passages from Para. 2 to Para. 5, which tells us what the Chinese immigrants did when they really arrived there，and also their great contributions to the development of America. Part 3 referring to Para. 8 is about the wrong treatment of Chinese immigrants. And Part 4, the last paragraph, mainly tells us that Chinese immigrants continued to work in America as in the past.T: Who can sum up the main idea of the passage?S: The passage is written according to the timeline. So it tells us the history of the Chinese Americans, especially the Chinese Americans’ contributions to the very foundations of the USA and shows good relations between Chinese and America from the very beginning.T: Very good.Suggested answers to Activity 4:Get students to read the passage again and finish Activities 5 and 6. After a few minutes, check the answers with the whole classPost-readingT: Since you have got the general idea of the passage, now work in pairs and discuss your answers to the questions in Activity 7.Go around the students and give them a hand if necessary. After a few minutes, check their answers.Suggested answers to Activity 7:1 I feel that the contribution the Chinese have made to the USA is very great. Itwas the Chinese Americans that took up the labor shortage, supplied the agricultural knowledge and helped build the railroads, especially during the foundations of the country.2 In the 19th century, Chinese immigrants were once targeted due to the increasingbelief that immigrants were occupying too many jobs in a city for a time. And in 1882, Congress passed the Chinese Exclusion Act which prevented Chinese without family already in the US from entering the country.I think this happens in other countries today.3 In my opinion, Chinese people should be discouraged from working abroad. There aretwo reasons. Firstly, different countries have different customs and cultures, and different languages are spoken there. Chinese people may not be accustomed to these.And they will meet a lot of inconvenience. Secondly, The Chinese government has implemented the policy of supporting scholars to study abroad and bringing home advanced technology, academy, ideas…These people should e back and play their due role to their own country.4 I think the Chinese can make contributions to world peace and human progress incountries like the USA in the 21st century.The west can learn culture-moral superiority from China.5 I have ever met a Chinese person who has lived in the USA. Her way of life and belief about life are different from me.ExplanationT: Now I’ll play the tape twice for you. Please make a mark where you have difficulties while listening.After students finishing listening, deal with the following points first and then the students questions.Show the following points on the screen.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 toThese 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.Chinese immigrants may have been targeted due to the increasing belief that immigrants were occupying too many jobs in a city.T: Do you have any problems?S: I don’t know whether the word “that”can be replaced by “which” or be left out in the sentence “Chinese immigrants may have been targeted due to the increasing belief that im migrants were occupying too many jobs in a city.”T: Good question. Here the clause introduced by “that” is an appositive clause, which is used to explain the concrete content of the noun “belief” before it.Though “that” has no meaning and can’t act as any member in the clause, it can’t be left out and replaced by “which”.T: Do you still have anything you can’t understand?Ss: No.Step III Reading (Page 64)Get students to read and learn more about Zheng He.Lead-inT: By now we’ve talked much about the Chinese Americans. So we know the two countries connected with each other since the early time. I think you must hear of Zheng He, right? …Who can tell us something about him?S: Zheng He once led a fleet of many ships to make seven far-ranging voyages. Passing the Southeast Asian countries, the Indian Ocean, Persian Gulf and Maldives Islands, Zheng He explored as far as Somalia and Kenya on the eastern coast of Africa. These were the largest-scale and longest voyages in the world before the age of Columbus. These seven voyages, unprecedented in size, organization, navigational technology, and range, demonstrated not only the power and wealth of the Ming Dynasty, but also Zheng He’s extraordinary mand ability.T: You have a good knowledge of history. Was he the first foreigner to visit the Americas? Any volunteer?S: Yes. I think so.S: But I don’t think so. There are no historical records, so our history textbooks don’t tell us this point.T: I think you must want to know more about this. Now let’s read th e passage on Page 64, which can help us to get something related to the question.Fast readingAsk students to look through the passage and find the names of a writer, a leader of a country, a Chinese sailor and a European explorer. After 2 minutes, check the answers with the whole class.Suggested answers to Activity 2:1 a writer: Gavin Menzies2 a leader of a country: Zhu Di3 a Chinese sailor: Zheng He4 a European explorer: Vasco da GamaCareful readingT: This time read the passage carefully, and then work in pairs to find some detailed information according to the requirement of Activities 3 and 4.Suggested answers to Activity 3:1 When Menzies was researching his book in Venice, Italy, he was shown a map dated1459, which included southern Africa and the Cape of Good Hope. On the map was a note about a voyage from east to west round the Cape in 1420 and a picture of a Chinese junk.2 The fact would imply that the first person to use the Cape of Good Hope was nota Chinese.3 The reason for the lack of historical record to prove it is probably that recordsof the voyages were destroyed by an official called Liu Daxia, who opposed the voyages and burned the reports that Zheng wrote for the emperor.4 From the passage we know that a p rofessor at Wuhan University, has his doubts. “IfZheng He really went to America, why are there no historical records?” he asked.And 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. So some people doubted Zheng He’s voyage.5 Menzies said “Nobody has ever explained why 15th century European explorers hadmaps. Who drew the maps? There are millions of square miles of ocean. The Chinese had the biggest ships in the world. If they didn’t draw the maps, who did? ” Menzies implied that the Chinese must have drawn the first maps by saying these words. Suggested answers to Activity 4:1 “junk”, “vessel” and “ship”.2 “foreigner.”3 “may” and “probably”.Step IV Reading and speaking( Page 117)Ask students to read the passage on Page 117 and try to finish Activities 7 – 9 in Workbook.T: Have you heard of American’s first international celebrity? She was Pocahontas, the “Indian princess”. It was she that encouraged emigration from Britain to Virginia. I think you must want to learn about what happened. Now let’s read “The Story of Pocahontas” on Page 117 and try to finish the activities.Suggested answers:Activity 8:1 Ten percent of the population of Jamestown survived.2 She was eighteen.3 Because she was held hostage by the English settlers and while she was held hostage,she met and married an Englishman called John Rolfe. As a result, she went to England.4 Yes, it was.5 In England.6 Edith Wilson, the wife of Woodrow Wilson, who was president of the United Statesfrom 1913 to 1921.Activity 9:1 In my opinion, the Algonquians didn’t want the white settlers to live on theirland. They wanted the white people to leave the area.2 Before Pocahontas came to England, British people were worried about stories ofdanger, violence and kidnappings. But after she visited England and lived London for a year, meeting the King of England, people in England changed their minds.3 I think the story of Pocahontas saving the life of John Smith is true.Step V Summary and homeworkT: Today we have mainly read two texts on Pages 64 and 66. What can you learn from the two texts?S: By reading them, we know how great the Chinese people are. They are knowledgeable and helpful, which can be seen from the great contributions that the Chinese Americans made to the development of the USA, especially during the very foundation of the country.S: We also know that Zheng He, the Chinese navigator, may have been the first foreigner to visit the Americas and most of the renowned European explorers actually sailed with maps charted by the Chinese according to Gavin Menzies. We should be proud of Zheng He and all our Chinese people.T: Good. After class please finish Activity 1on Page 64 and Activity 2 on Page 66.。
外研版高中英语选修6-11课本目录(义务教育教科书)
高二英语选修6电子课本目录MODULE 1 Small TalkINTRODUCTIONVOCABULARY AND READINGFUNCTIONREADING AND LISTENINGGRAMMARREADING AND WRITINGREADING AND VOCABULARYEVERYDAY ENGLISHREADING PRACTICECULTURAL CORNERTASKModul e FileMODULE 2 Fantasy LiteratureINTRODUCTIONREADING AND VOCABULARYGRAMMARSPEAKINGLISTENING AND VOCABULARYGRAMMARFUNCTIONSPEAKINGVOCABULARY AND READINGEVERYDAY ENGLISHWRITINGREADING PRACTIONCULTURAL CORNERTASKMODULE 3 Interpersonal Relationships——Friendship INTRODUCTIONREADING AND VOCABULARYGRAMMAR(1)SPEAKINGLISTENING AND VOCABULARYGRAMMAR(2)FUNCTION AND SPEAKINGVOCABULARY AND READINGEVERYDAY ENGLISHWRITINGREADING PRACTIONCULTURAL CORNERTASKModul e FileMODULE 4 MusicINTRODUCTIONREADING AND VOCABULARYGRAMMARVOCABULARY AND LISTENINGVOCABULARY AND READINGFUNCTIONSPEAKINGWRITINGEVERYDAY ENGLISHREADING PARCTICECULTURAL CORNERTASKMODULE 5 Cl oningINTRODUCTIONREADING AND VOCABULARYFUNCTIONSPEAKINGLISTENING AND VOCABULARYGRAMMAREVERYDAY ENGLISHVOCABULARY AND READINGWRITINGREADING PARCTICECULTURAL CORNERTASKModul e FileMODULE 6 War and PeaceINTODUCTIONVOCABULARY AND READINGGRAMMARLISTENI NGFUNCTIONREADING AND WRITINGSPEAKINGREADING AND VOCABULARYEVERYDAY ENGLISHREADING PRACTICECULTURAL CORNERTASKModul e FileMODULE 7 RevisionGRAMMAR AND FUNCTIONVOCABULARYSPEAKINGREADINGLISTENING AND WRITINGWRITINGMODULE 1 Small TalkMODULE 2 Fantasy LiteratureMODULE 3 Interpersonal Relationships——Friendship MODULE 4 MusicMODULE 5 Cl oningMODULE 6 War and PeaceAppendicesNotes to the TaxtsGrammarWords and ExpressionsNames and PlacesVocabulary高二英语选修7电子课本目录Modul e1 BasketballINTRODUCTIONREADING AND VOCABULARYSPEAKINGGRAMMAR 1LISTENING AND VOCABULARYFUNCTIONREADING AND WRITINGGRAMMAR 2READING PRACTICECULTURAL CORNERTASKMODULE FILEModul e2 Highlights of My Senior Year INTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKINGREADING AND VOCABULARY 2LISTENING AND VOCABULARYGRAMMAR 2FUNCTIONREADING AND VOCABULARY 3SPEAKINGEVERYDAY ENGLISHWRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e3 LiteratureINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKING 1VOCABULARY AND LISTENINGGRAMMAR 2 AND FUNCTIONSPEAKING 2EVERYDAY ENGLISHREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e4 Music Born in America INTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENINGGRAMMAR 2FUNCTIONEVERYDAY ENGLISHREADING AND WRITINGSPEAKINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e5 Ethnic CultureINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKINGLISTENING AND VOCABULARYGRAMMAR 2EVERYDAY ENGLISHSPEAKING AND FUNCTIONREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e6 The Worl d"s Cultural Heritage INTRODUCTIONVOCABULARY AND READINGGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2 AND FUNCTIONREADING AND WRITINGSPEAKINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e7 RevisionGRAMMAR AND FUNCTIONSVOCABULARYVOCABULARY AND READINGLISTENINGSPEAKINGWRITINGWORKBOOKModul e1 BasketballModul e2 Highlights of My Senior YearModul e3 LiteratureModul e4 Music Born in AmericaModul e5 Ethnic CultureModul e6 The Worl d"s Cultural Heritage Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高二英语选修8电子课本目录Modul e1 Deep SouthINTRODUCTIONREADING AND VOCABULARY 1SPEAKING AND WRITINGGRAMMAR 1READING AND VOCABULARY 2LISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMAR 2WRITING AND SPEAKINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 The RenaissanceINTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGGRAMMARREADING AND WRITING 2VOCABULARYREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Foreign FoodINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1VOCABULARY AND LISTENINGSPEAKINGEVERYDAY ENGLISHREADING 2GRAMMAR 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e4 Which English?INTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1LISTENINGEVERYDAY ENGLISHGRAMMAR 2SPEAKINGREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 The Conquest of the Universe INTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMARSPEAKINGREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The Tang PoemsINTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMARREADING AND WRITING 2READING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionGRAMMARVOCABULARYLISTENINGREADINGSPEAKING AND WRITING WORKBOOKModul e1 Deep SouthModul e2 The RenaissanceModul e3 Foreign FoodModul e4 Which English?Modul e5 The Conquest of the UniverseModul e6 The Tang Poems Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修9电子课本目录Modul e1 Bernard Shaw"s PygmalionINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGSPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e2 DNA - the Secret of LifeINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e3 The Qin Tomb and the Terracotta Warriors INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGSPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e4 Languages of the Worl d INTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND VOCABULARYREADING AND SPEAKINGLANGUAGE IN USE 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e5 The First AmericansINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e6 Why Do We Need Dictionaries?INTRODUCTIONREADING AND VOCABULARY 1SPEAKINGLANGUAGE IN USE 1LISTENING AND VOCABULARY 1LANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGSPEAKINGLANGUAGE IN USE 2READINGWRITINGWORKBOOKModul e1 Bernard Shaw"s PygmalionModul e2 DNA - the Secret of LifeModul e3 The Qin Tomb and the Terracotta WarriorsModul e4 Languages of the Worl dModul e5 The First AmericansModul e6 Why Do We Need Dictionaries? Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修10电子课本目录Modul e1 Prid e and PrejudiceINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 Australia and New ZealandINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Slavery and the American Civil War INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND SPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e4 The Magic of FilmINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 High-tech LivingINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The Mapl e Leaf Country INTRODUCTIONLANGUAGE IN USE 1READING AND VOCABULARY 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READINGSPEAKINGWRITINGWORKBOOKModul e1 Prid e and PrejudiceModul e2 Australia and New ZealandModul e3 Slavery and the American Civil War Modul e4 The Magic of FilmModul e5 High-tech LivingModul e6 The Mapl e Leaf Country Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修11电子课本目录Modul e1 The Boston Tea PartyINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 The Long Walk to Freed om INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Ernest HemingwayINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2READING PRACTICECULTURAL CORNERTASKModul e FileModul e4 Sherl ock HolmesINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 The Last LaughINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND SPEAKINGLANGUAGE IN USE 2READING AND SPEAKINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The United NationsINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLS外研版高中英语选修6-11课本目录(义务教育教科书)READING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READINGSPEAKINGWRITINGWORKBOOKModul e1 The Boston Tea PartyModul e2 The Long Walk to Freed omModul e3 Ernest HemingwayModul e4 Sherl ock HolmesModul e5 The Last LaughModul e6 The United NationsAppendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底21。
Module 5 The First Americans Period Four Reading Practice 课件(外研版选修9)
课前自主学习
课堂互动探究
解码书面表达
4．await vt.等候；等待；期待 Death awaits all men.人总有一死。
We got up early and found breakfast awaiting us.
我们早早起身，看见早餐已准备好等我们吃。 【易混辨析】 await, wait
课前自主学习
课堂互动探究解码书Fra bibliotek表达3 ． pursue vi. 追赶 ( ＋ after) ； vt. 追踪，追捕；跟随；追求；
向„„求爱；(疾病等)纠缠 He has set his heart on pursuing his studies abroad. 他下决心到国外求学。 The police are pursuing an escaped prisoner.
课前自主学习
课堂互动探究
解码书面表达
1．immigrant n．(自国外移入的)移民；从其他地方移入的动物 (植物)；adj.(从外国)移来的；移民的，侨民的 refugee immigrant难民
Canada has many immigrants from Europe.
加拿大有许多欧洲移民。 He admitted that he was an illegal immigrant. 他承认他是非法移民。
primary education 初等教育，小学教育 primary consumer初级消费者；食草生物 I started primary school when I was 5 years old. 我五岁时开始读小学。
A primary cause of Tom's failure is his laziness.
高中英语module5thefirstamericanssection2languagepoints课件外研版选修9
by turns
轮流地；交替地
take turns to do/in/at doing 依次；轮流
Let's take turns at doing it.让我们轮流来做吧。
We did the work by turns.我们轮流干这活。
完成句子 ①他们轮流照顾他的妹妹。 They________________nursing his sister. ②我们船上一共有 12 人，轮流划桨。 There were twelve of us in the boat and we rowed______________.
(3)hostile adj.怀敌意的；不友善的；恶意的 I don't like her manner—she's very hostile. 我不喜欢她的态度——待人如仇敌。 He was full of the hostile attitude to meet us. 他遇见我们时充满了敌意。 be hostile to/towards 对……怀有敌意的；反对……的
To be sure, many people may disagree. 肯定会有许多人不同意。 In a word, we must make careful preparations if we want to do our work well. 总之，如果我们想把工作做好，就要预先做好充分准备。 One must wait until the soil is damp enough, and, more important, warm enough.一定要等到土壤有足够的湿度，更重要的是，有足够的 温度。
完成句子 ①他同父亲言归于好了。 He________________his father. ②经过 6 年内战后，这个国家现在处于和平状态。 After six years of civil war, the country is now________________. ③请让我安静地工作。 Please let me do my work____________.
外研版选修9 Module 5 The First Americans Reading and vocabulary (1)(共24张PPT)
1. To join together combine
7. Again and agaicnontinually
2. Take a country by forcienvade 8. To do well prosper
3. To turn into convert 4. Without fear fearless 5. Unfriendly hostile
Discuss in groups: As a senior high school student, what should we do now to better serve our motherland in the future ? and how?
Anyone who invades China will be killed no matter how far the target is !
An Apache warrior could run 80km without stopping and travel faster than...
1.They attacked other Native American tribes and stole their…..
2. They raided Spanish settlements and stole….
2. How was the life of Native Americans before and after the arrival of Europeans ?
Before: they prospered in the rich and fertile lands. After: they suffered war and disaster. 3. Were the Spanish more friendly to Native Americans than the British ?Why or why not?
高三英语Module 5 The First Americans (I) 外研社知识精讲
高三英语Module 5 The First Americans (I)外研社【本讲教育信息】一. 教学内容：Module 5 The First Americans (I)二. 教学目标：本模块介绍“美洲土著人”，引入了与此相关的词汇和短语。
要求学生了解上述内容并掌握相关词汇，培养相关语言技能。
三. 单词和短语：set foot on prosper lead to Christianity needless to sayresent hostile brutal collaboration starvationchief invader nomadic mount fearlesslivestock make peace with in turn reservation junkprimarily immigrant pursue await consist ofelusive void manufacturer atmosphere irrigationin particular sufficient dependent vital creditease tension ailing recover transcontinentalstretch blast untapped spur territorycultivate profitable virtually riot enactexclusion repeal barrier initiate removalacquaint execution warfare bayonet stockadedrizzle nugget seal doom brigandenormity conceal greed exile groan四. 重点单词：set foot on prosper lead to needless to say resenthostile brutal starvation invader mountfearless make peace with in turn pursue consist ofatmosphere in particular recover stretch spurcultivate profitable initiate seal conceal五. 重点词汇精讲：1. prosper v.繁荣；兴旺；成功；发达The economy prospered under his administration.他主政期间经济繁荣起来了。
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1.被称作… 2.导致 3.被从…赶走 4.和平相处 5.使皈依 6.不用说 7.与…做生意 8.赖以生存 9.作为…被记得
1.be referred to as 2.lead to
3.be driven away from 4.live in peace with
4.collaboration 合作
6.mount 骑上（马）
8.reservation 居留地
I. Translate into English:
1.兴旺，发达 prosper 2.恶意的 hostile
3.饥饿 starvation
4.部落首领 chief
5.入侵者invader
6.无畏的 fearless
二十世纪，美国政府所选择的解决印第安人 “问题”的办法是把印第安人各部落强行驱赶 到称为“保留地”的特殊区域去居住。
Translation 2.Their resistance to removal led to the
destruction of their crops, sheep and villages, by the soldiers.
3.In the 19th century, the government’s preferred solution to the Indian “problem” was to force tribes to inhabitant specific areas of land called reservations.
7.踏上 set foot on
8.导致 lead to
9.不用说 needless to say 10.和解
11.反过来 in turn
make peace with
Native American tribes:
1.Live in the south-east; were almost destroyed by hunger 2.Were forced to waTlhketoChtheeriorkneeews切la罗nd基; w族ere the first to use horses The Navajos纳瓦霍族 3. Live on the plains; had to move west because they lost their hunting grounds
Module 5 Who Were the First Americans?
Christopher Columbus
II. Translate into Chinese:
1.christianity 基督教 3.brutal 野蛮的 5.nomanic 游牧的 7.livestock 家畜
2.resent 愤恨
5.convert… to… 6.needless to say 7.trade with 8.live/depend on 9.be remembered as
10.与签订条约 10. make a treaty with
11.坚持干
11. insist on doing
12.抵抗搬迁 12.resistance to removal
他们不肯搬迁，政府就动用军队毁掉他们的庄稼、 羊群和村庄.
1.The collaboration was formed in the late 16th century,_a_t_w__h_ic_h__ti_m__e_\d_u_r_in__g_w__h_ich time the tribes had a combined population of 7000 2.Only in 1868,after four terrible years, were
The Sioux苏族 4.Were nomadic and lived in the southwest ;were famous waTrrhioerAs paches阿帕切族 5.The most powerful military collaboration 6.Eventually, made peacTehwe iItrhoqthueoiAsp易a洛ch魁es族
,political belief ,etc.(para3)
convert
5.Unfriendly (para3) hostile
nd ruled by one government (para7)territory
7.to move back where you start from (parreat1re1a)t
13.死于饥饿 13. die of starvation
14.与战斗
14.fight against
15.撤退到
15.retreat to
16.一群骑兵 16.a troop of mounted soldiers
17.和解
17.mturn
Translation:
8.To take (a person or animal )as a prisocnaeprt.ure (para13)
they allowed to return to their land.
1.A person who live in a place (para1) inhabitant
2. Well suited to producing food (para2)fertile
34..RToeppeearsteudad;fereaqpueernsto; nagtaoinacacnedptagaariencl(iogpniatoinrnaua3l)ly
1.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. 人们相信,美洲土著在大约12，000年前从东北亚 通过西伯利亚和阿拉斯加之间的大陆桥来到北美。