高二英语The United States of America教案2

人教版高二Unit 16 The United States of America Period 1 Let’s listen and speak!Goals◆ Talk about the USA.◆ Practise describing places.◆ Improve students’ capability of listening and speaking.ProceduresLeading in: by brainstorm.Morning, class! As is known, America is one of the most developed and important countries in the world. How much do you know about America?Who is the president of America now?Who was the first president of America?What’s on the American national flag?When did America become an independent country?What are most famous universities in America?What’s the nickname of New York?Excellent! You did well. Now to learn more about America, please turn to page 41 and let’s learn Location of USANorth America, bordering both the North Atlantic Ocean and the North Pacific Ocean, between Ca nada and MexicoTask 1: Looking, discussing and finishing.1. Look at page 41 or the screen. This is a map of the United States of America and two related pic tures. Decide whether the following 8 sentences (on page 41-42) are true or false.2. OK, now you are in groups discussing what you know about USA and what you’d like to know more about it. After the discussion, you’d better make a list of the things discussed.Task 2: Listening, correcting and speaking.1. Ask the students to listen to part 1 and correct the errors in Wang Xiao’s notes on page 42.2. Ask the students to listen to part 1 again and answer the questions on page 42.3. Ask the students to listen part 2 and choose the best answers on page 42.4. Ask the students to repeat the listening text of necessary.Task 3: Speaking.Put the students in pairs to discuss: What does your hometown look like?Useful expressions1. What does it look like?2. How long/wide/high/tall is the…?3. It’s…meters long/wide/high/tall.4. There is … in the north.5. Where does it lie?6. It lies in the east/west/north/west of…Closing up by production.Now, that’s all for the discussion. I’d like you to describe to the class what your hometown looks li ke. Who will have a try?HomeworkAsk the students to write a short paragraph about his/her hometown or a city in his/her province.Period 2 Let’s read!(THE AMERICAN SOUTH)Goals◆ Provide students with opportunities to know more about the USA.◆ Learn and master some key language points.◆ Improve students’ capability of comprehension.ProceduresLeading in: by a puzzle.Good morning, class! Please look at the screen, match the events and the time.Great! To know more about the USA, please turn to page 43. We shall learn THE AMERICAN SO UTH.USA: Flag description13 equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset ho rizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states, the 13 stripes represent the 13 original colonies; known as ld Glory; the design and c olors have been the basis for a number of other flags, including Chile, Liberia, Malaysia, and Puert o RicoTask 1: Reading for general ideas.1. Ask the students to read the text quickly, then find the main idea to each paragraph.2. Ask the students to read the text carefully, then finish POST-READING on page 44.Task 2: Reading and copying.Useful expressions from THE AMERICAN SOUTHFind ways to do sth., deal with...,drive...off..., be slow to heal, the scars run deep, be behind (i)n areas like education and economy, burn down…, recover from…, take away…, aim at…, a serie s of…, in honor of…, in vain, be proud of…, be determined to do sth., make a new beginning, be known for…,share…with…, be proud to do sth., display one’s image, a booming business center Task 3: Discussing.Ask the students to discuss the following questions:Why did the people of Atlanta rebuild the city almost from nothing?Why does the text tell us about Martin Luther King, Jr.?What can we learn from the development of Atlanta?Closing up by retelling the text.Finally I’d like one of you to retell the text in your own words.Period 3 Let’s study!(Grammar: Review Nonfinite Verbs 2)Goals◆ Help the students to summarize methods of Word Formation.◆ Help the students to improve their ability to define words in English.◆ Help the students to review Nonfinite Verbs (2).ProceduresLeading in (1): listening.Good morning, class! We learned THE AMERICAN SOUTH yesterday. Now let’s listen to it. OK. Today we re going to do with word study and review Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.Leading in (2): by presentation.Hello, everyone! Yesterday we learned the text THE AMERICAN SOUTH. I want one of you to r etell the text in your own words. Who would like to try?Well done! Now today we are going to do with word study and review Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.Task 1: Picking out the different word.Ask the students to pick out one word from each group that is different from the others and explai n why it is different on page 45.Task 2: Speaking and finishing.Ask the students to write the correct forms of the words according to Word Formation on page 45. Task 3: Filling in the blanks.Ask the students to fill in each blank with the correct adjective given in the box. Then ask the stud ents to translate the sentences into Chinese if necessary.Task 4: Reviewing Nonfinite Verbs (2).1. Help the students to review the functions of Nonfinite Verbs.2. Ask the students to finish the exercises on page 46.3. Ask the students to read The America South again to find any examples of Nonfinite verbs. Homework: Read the following passage.USA: A Brief DescriptionIt’s thought that the Americas were first inhabited by Stone Age peoples that migrated from Siberi a.Over the many centuries that followed, the land was covered and territorialized from coast to coast by a wide variety of Indian tribes.And then, the Whit Man came. First the Norseman from Greenland, and then a large group of Eur opean explorers.Conflicts and wars over lands claimed by Indians and other established nations were followed by t he Independence War, as America, and its upstart colonies, broke from England and declared their independence.Today the United States of America, remains on the plant only true super power, both in economy and military.As the world’s largest economy, it’s a significant leading in the fields of agriculture, education, en ergy, health care, high-tech, service industries, space exploration, and manufacturing of all descrip tions.The country includes 50 states; 48 continental states, plus Alaska and Hawaii, the newest states. Dozens of major cities cover the land from coast-to –coast, and Washington D.C., the capital, refle cts the incredible history of America, and stands as a symbol of its freedom, liberty, and justice for all.Period 4 Let’s read and write!(THE BISON ON THE PLAINS OF AMERICA)Goals◆Provide the students with opportunities to develop their extensive reading skills and learn about t he bison.◆Let the students practise in writing a comparison essay.ProceduresLeading in: by listening.Morning, class! We have learned something about the USA, especially about Atlanta. Today we’ll learn something about a large animal on the plains of America. Now please turn to page 46 and rea d the text THE BISON ON THE PLAINS OF AMERICA while listening to the recording.Task 1: Reading and correcting.Ask the students to read the text quickly and then decide whether the sentences are true or false on page 47.Task 2: Copying down expressions.Ask the students to read the text again and copy down the useful expressions.Useful expressions from THE BISON ON THE PLAINS OF AMERICAUseful expressions from THE BISON ON THE PLAINS OF AMERICAcross a land bridge, live by…, a type of…, in huge numbers, grow to a shoulder height of 1.5meter s, weigh 1,100 kilograms, kill… for meat, provide warm clothing, ma ke…from…, from 2004 on ward, move westward, make agreements with…, break agreements, build railways cross the plains , cut off the skins, as a result, die out, in turnTask 3: Discussing and finishing.Now you are in groups to discuss the question of What’s the ecosystem on the plains of America? After the discussion, finishing the diagram on page 48.Task 4: Writing an E-mail about the comparison between China and the USA.1. Ask the students to go through the information on page 48.2. Ask the students to finish their writing.Closing up by presentation.Have you finished your writing? Now in groups you are asked to present your work by reading it a loud, and then decide on the best and recommend it to me after school. The top two pieces will get rewards.Sample WritingDear Jenny,Thank you for your e-mail. I’m glad to hear that you are interested in China and I will be happy to try to tell you something about my country.China and the USA are both large countries. Some things about the two countries are similar, whil e other things are different.The two countries are about the same size, but China is a little larger with an area of 9.6 million k m2. However, the population of China is many times larger. It has a population of nearly 1.3 billio n but the USA has only about 283 million. This means that there is much more space in the USA f or its population.Two of the most important cities in the USA are on the East Coast. They are New York, the largestcity in the USA, and Washington DC, the capital. Los Angeles is the largest and most famous city in the West Coast. In China there are many cities with large populations. Among the best known ar e Beijing, the capital, Tianjin, Chongqing and Shanghai, the largest city in China.I hope this will help you. If you want to know more about China, or about me, please send another e-mail. I would be happy to hear from you and I would like to know more about the USA.Yours,Zhang MinghuiPeriod 4 Language Points1. entry n. (1)进入, 入场; (演员)出场 (2)入口; 门口 (3)通道, 路口; 河口 (4)登记; 申报; 记录; 项目, 帐目; 词条输入, 引入, 引入线 (5)参加竞赛的人[物] (6)(海关)报关手续, 报单 (7)【律】对土地的侵占; 对家宅的侵入make a triumphant entry into the town 凯旋入城book keeping by double [single] entry复[单]式簿记 word entry(词典中的)词条fifty entries for Marathon race 50名马拉松赛跑参加者Their entry into the war changed the whole situation他们的参战改变了整个局势。