英语：module5《-the-first-americans》课件(1)(外研版选修9)
外研版选修9 Module 5 The First Americans Reading and vo
Cambodians: From about 1970s
Vietnamese: In more recent decades Pakistanis: From about 1970s
Tips:
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A. the Pacific Ocean B. the Indian Ocean C. the Atlantic Ocean D. the Arctic Ocean
3. _____ is California’s largest and the
nation’s second largest city.
the map the names of as many of the following as you
can.(the names of the oceans, countries, mountain
ranges, rivers and big cities, Great Lakes.)
A Seattle
Reading and vocabulary
I. Teaching Objectives（教学目标） 1. Knowledge Objectives（知识目标） (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. 2. Ability Objectives（能力目标） (1)Learn some detailed information about the history of California. (2) Develop the Ss some basic reading skills through reading. 3. Emotional Objectives（情感目标） (1) Train the Ss ability to cooperate with others. (2)Widen their knowledge and cultivate the Ss cross-culture consciousness so as to improve their own development. II. Teaching important points（教学重点） 1. Have a good understanding of the text through the exercises. 2 .Develop the Ss some basic reading skills. III. Teaching difficult points（教学难点） Enable the Ss to talk about the important events in California history.
外研版高中英语选修9Module5Listening课件 (1)
He was also generous and wise, virtues _________ admired by his tribe. Sitting Bull became a ______ leader of the Strong Heart warrior society, and he successfully grounds increased Sioux hunting _________. However the US army continually invaded this territory. From ____ 1868 the Sioux 1863 to ____, fought the army’s ________ presence on their land. In approximately 1867, Sitting Bull became
the _____ first chief of the entire Sioux nation. Shortly after that, although Sitting Bull refused to ______ sign the ____treaty _____, peace was made with the US government, who promised that the Black Hills would ___________ possession forever. remain in Sioux ____________ However in the __________, mid-1870s the gold brought more than a discovery of _____ thousand prospectors to the Black Hills.
高中英语Module5TheFirstAmericans模块尾核心要点回扣教案含解析外研版选修9
模块尾核心要点回扣Ⅰ.重点单词1．____________v．愤恨；憎恨2．____________adj.怀敌意的，不友善的3．____________n．合作，协作4．____________n．部落首领5．____________adj.无畏的，不怕的6．____________v．追求，追赶，追逐7．____________v．等候，等待8．____________adj.充足的，足够的9．____________adj.极其重要的10．____________v．把……归功于……11．____________v．缓和，缓解12．____________v．开垦，耕作13．____________n．障碍14．________v．兴旺，发达→________adj.繁荣的15．________v．挨饿→________n．饥饿，饿死16．________v．入侵→________n．入侵者17．________v．移民→________n．移民18．________v．灌溉→________n．灌溉19．________adj.依靠的；依赖的→________n．依赖，依靠20．________v．恢复，复苏→________n．恢复；康复21．________n．利益，利润→________adj.盈利的，有利可图的22．________v．搬走→________n．搬迁，搬走23．________v．介绍，使认识→________n．熟人【答案】 1.resent 2.hostile 3.collaboration 4．chief 5.fearless 6.pursue 7.await 8．sufficient 9.vital 10.credit 11.ease 12．cultivate 13.barrier 14.prosper；prosperous 15．starve；starvation 16.invade；invader 17．immigrate；immigrant 18.irrigate；irrigation 19.dependent；dependence 20.recover；recovery 21.profit；profitable 22.remove；removal 23．acquaint；acquaintanceⅡ.重点短语1．____________踏上(某地)2．____________引发(某事物)3．____________不用说，当然4．____________另一方面5．____________结果；后来；转而；反过来6．____________和解7．____________签署和平协议8．____________in charge of9．____________word for word10．____________be acquainted with11．____________consist of12．____________of the most part13．____________sort out14．____________strike it rich用上面词组的适当形式填空15．I tell him never to____________my house again.16．Smoking can____________lung cancer.17．Soon you will________the people around here.18．Water is said to________oxygen and hydrogen.19．One of my friends went looking for gold in California and____________.【答案】 1.set foot on 2.lead to 3.needless to say 4.on the other hand 5.in turn 6.make peace (with sb.) 7.sign the peace treaty 8.负责；主管9．逐字的10.对……了解11.包括12.大部分13.整理14.暴富，发达15.set foot in 16.lead to 17.be acquainted with 18.consist of 19．struck it richⅢ.重点句式1．Native Americans are_believed_to have come to North America from northeast Asia, arriving over a land bridge between Siberia and Alaska about 12,000 years ago.【句式仿写】据信这些生物来自外太空。
2019学年高二英语外研版选修9练习：Unit 5《The First Americans》Section Ⅰ(含解析)
Module 5 The First AmericansSanta Fe, the capital of New Mexico, U．S.A., is in thecentral part of the state, on the Santa Fe River, which flows intothe Rio Grande 35 kilometers west of the city.More than twothousand meters above sea level, it lies in the Sangre de CristoMountains with the Ortiz Mountains to the southeast.Santa Fe was founded in 1609 by the Spanish(西班牙人)．In 1680 the Indians seized the place but only held it for twelve years before the Spanish retook it.The city remained under Spanish rule until Mexico won its independence(独立) in 1821.From then on it was a Mexican city until 1846 when it was taken over by American troops.With a population of 48,953，Santa Fe is now the second largest city in the state.Because of its sunny weather, rich history and surrounding mountains, it is a good place for holiday makers.Be-sides hunting and skating in the mountains people enjoy shopping in the Indian and Spanish shops，which brings a large income to the city every year.In summer there is an international opera(歌剧) season when operas are shown in a partly-roofed, open-air theatre daily for people from all over the world.1．At present Santa Fe belongs to________.A．India B．MexicoC．Spain(西班牙) D．the United States2．Santa Fe was under the rule of the Mexicans in________.A．1675 B．1695C．1816 D．18333．The people who held Santa Fe for the longest period in history were the________.A．Spanish B．IndiansC．Mexicans D．Americans【答案】 1.D 2.D 3.ASection Ⅰ Introduction & Reading andVocabulary(1)—Preparing词义搭配1．Prosper A．feel angry or bitter at2．resent B．a state of extreme hunger3．hostile C．not be afraid of to do sth.though it is dangerous4．starvation D．be successful5．invader E．someone who enters by force in order to conquer6．fearless F．showing extreme dislike or disapproval；unfriendly 【答案】 1.D 2.A 3.F 4.B 5.E 6.C短语填空2．The common man in every country is anxious to live____________.3．He still____________his old method of making a bow.4．When he was a young man, he____________leave his homeland for political reasons.5．She________a white wedding dress________a traditionally red one on her wedding.6．He______walking home, although I can give him a lift.7．My family have been____________Mr.Green for over twenty years.8．His unexpected refusal________us________get into embarrassment.【答案】1.died from 2.in peace 3.stuck to 4．was forced to 5.prefers；to 6.insisted on 7．trading with 8.led；to根据提示补全下列教材原句1．The people who inhabited the North American continent before the arrival of the Europeans were once referred to as “Indians”．在欧洲人到来之前，居住在北美洲大陆的人一度被称为“印第安人”。
高二英语外研版选修9学案：课堂导学Module5 TheFirstAmericans含解析
课堂导学文本感知Reading and Vocabulary（1）The text can be divided into three sections：1。
Inhabitants of North America2。
Local tribes and their conflicts with later settlers3。
Present situation of the tribesNow read the Section 2，and do the following exercises.Ⅰ。
The description of each tribe consists of two aspects:1。
Brief______ to the tribe。
2。
Their ______ with the European migrants。
答案：1.introduction 2。
conflictsⅡ。
Match the names of the tribes with the parts of the North American continent they inhabited.Tribe names Parts they inhabited1。
The Iroquois A。
Northern plains2.The Cherokees B。
Eastern part3.The Navajos C.Southeast4.The Sioux D。
Southwest5。
The Apaches答案：1.B 2.C 3。
D 4.A 5.Reading and Vocabulary（2)Ⅲ。
Study the form which sums up the different ideas put forth in the text,and answer the questions：1。
Who seems to be against Menzies ？2。
高中英语 module5 The First Americans Reading教案 外研版选修9
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 to…as…, in peace, convert…to…, needless to say, insist on doing, make pea ce (with sb), in turn, in view of, be/bee/get acquainted withb. 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 e 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 man…and 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 puter.Teaching procedures & ways 教学过程与方式Step I Homework checking and lead-inCheck students’ homework and get them interested in the topic “Native Americans”. T: Good morning / afternoon, class.S: Good morning / afternoon, Mr / Mrs…T: First, tell me, last period we learned about…S: Columbus and Sitting Bull.T: Right! And is Columbus the first non-native Ameri can 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: We’ve 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 children’s understanding of Native Americans?Ss: Yes.T: Who’d 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: Not all Native American children are acquainted with their heritage. Native children often know far more things about T.V. programs than they do about their own culture. In many cases, due to past U.S. Government policy, many Native Americans were not allowed to acknowledge their own culture or beliefs.T: From your information, we know that many children don’t know the tr ue history of Native Americans. So it is important for children to know the facts of the history of the first Americans. Are you interested in knowing the history of Native Americans? S: Yes.T: OK. Today we’re going to read about Native Americans to satis fy your curiosity and needs.Step II Reading (Page 58)Ask the students to read the passage for several times to understand the passage well. Meanwhile, deal with some activities in prehending.SkimmingT: Just now we talked something about children’s un derstanding of Native Americans. Now I’d like you first to read a passage on Page 58. Please read the title of the passage and look at the picture. What do you think you are going to read about? S: In my opinion, we are going to read about the American original inhabitants and how they fought against invaders and survived.T: All right. Now please skim the passage fast to get the general idea of the whole passage. While reading, divide the whole passage into several parts and find out the main idea of each part.After a few minutes, check students’ reading.T: Have you finished?S: Yes.T: How many parts have you got?S: Three parts.T: That’s right. Now let’s analyze the structure of the passage.Show the following on the screen to the students. Or, ask students to give their own ways of analyzing the structure of the passage.Part 1 (Para 1—Para 3): A brief introduction to the history of Native Americans. Para 1: Who are referred to as Native Americans.Para 2: The life of Native Americans before and after the arrival of Europeans. Para 3: How the British and the Spanish treated Native Americans.Part 2 (Para 4—Para 13): The separate introduction of the biggest Native American ethnic groups.Para 4: What are the biggest Native American ethnic groups.Para 5: Something about the Iroquois.Paras 6 and 7: Something about the Cherokees.Paras 8 and 9: Something about the Navajos.Paras 10 and 11: Something about the Sioux.Paras 12 and 13: Something about the Apaches.Part 3 ( Para 14—Para 15): The present conditions of Native Americans.ScanningT: Now, it’s time for you to read the passage carefully to finish Activities 3 and 4.Ask students to look through Activities 3&4 first. A few minutes later, ask some of the students to report their answers. Then show and check the answers together. Suggested answers to Activities 3 and 4:Activity 31 The people who inhabited the North American continent before the arrival of theEuropeans were once referred to as “Indians”.2 The early inhabitants formed tribes and prospered in the rich and fertile lands of North America.3 The Spanish, on the other hand, wanted to live in peace with the original inhabitants, but they also wanted to convert them to Christianity. Needless to say, the Native Americans resented this, which led to their hostile and brutal treatment by the Spanish.4 However, the settlers wanted more land and in 1838, US President Andrew Jackson ordered the removal of the Cherokees from the land they had lived on for centuries.5 The peaceful Navajos made a treaty with the US government, but yet again, the government insisted on moving them from their land. Their resistance to removal led to the destruction of their crops, sheep and villages by the soldiers.6 In 1980, the US Supreme Court ordered the government to pay about $ 105 million to the Sioux tribes for land taken illegally.7 They were fearless fighters and attacked other Native American tribes and stole their livestock.8 In the 19th century, the government’s preferable solution to the Indian “problem” was to force tribes to inhabit specific areas of land called reservation. Much of the reservation land was of poor quality. Poverty and joblessness was the result, and is still a problem for many Native Americans today.Activity 41 the Cherokees2 the Cherokees3 the Navajos4 the Navajos5 the Sioux6 the Sioux7 the Sioux8 the Apaches9 the Apaches 10 the Apaches 11 the ApachesExplanationT: Now I’ll play the tape twice for you. First you should pay attention to the pronunciation and intonation. The second time，please make a mark where you have difficulties while listening.Before explaining the difficult points the students may raise, ask the students whether they understand the important phrases and sentences on the screen.Show the followings on the screen.refer to…as…, in peace, convert…to…, needless to say, insist on doing, make peace (with sb), inturnThe 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 e 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. First get them to refer to the notes to the texts on Pages 133 and 134. Then explain the question(s) they still don’t understand.T: Do you have any questions about these sentences?S: I don’ t understand why “were” is used before the subject “they” in the statement “Only in 1868, a fter four terrible years were they allowed to return to their land”. Would you please explain the reason to me?T: Good question. When “only” is used to modify an adverbial that is placed at the beginning of a sentence, partial inversion is used. That is to say, an auxiliary verb or a modal verb es before the subject and the rest of the predicate verb es after. If there is no auxiliary or modal verb, “do”, “does” or “did” should be added. We can change the sentence into one with a normal order: After four terrible years they were allowed to return to their land only in 1868. Any questions?S: No.Step III Cultural cornerGet students to go on reading about Native Americans.ReadingT: Just now we’ve read about the history of the Native Americans. Who can tell us something about the history of the Cherokees?S: Let me have a try. The Cherokees were one of the biggest Native American tribes and at first; they made peace with the white settlers. However, the settlers wanted more land and in 1838, US President Andrew Jackson ordered the removal of the Cherokees from the land they had lived on for centuries. In the winter of 1838—1839, 14，000 Cherokees were forced to march 2,000 kilometers to new “Indian Territory”. About 4,000 died from hunger and disease. Today this terrible journey is remembered as the Trail of Tears.T: Very good. US President Andrew Jackson’s order led to the miserable experience of the Cherokees. Do you want to know more about it?S: Yes.T: Now turn to page 69. First look through the brief introduction… Tell me, who wrote it and what it is about.S: It was written by an American soldier in 1890, on his 80th birthday, about his experience as a young man.S: He witnessed the execution of the most brutal order in the history of American warfare.T: Well done! Look at the two questions on top of the passage… Next, read the passage and answer them. Clear?S: Yes!After about 3 minutes, check the answers.T: Who’d like to try the first question?S: Let me have a try. The Cherokee Indians were treated cruelly by the soldiers. The helpless Cherokees were arrested and dragged from their homes, and driven at the bayonet point into the stockades. They were loaded like cattle or sheep into 645 wagonsand started toward the west. Men were shot in cold blood. Lands were confiscated. Homes were burned and the inhabitants driven out by these gold hungry brigands. T: Very good. What about the second question?S: He wanted schoolchildren to fully understand the enormity of the crime that was mitted against a helpless race. Schoolchildren should know that they are living on lands that were taken from a helpless race at the bayonet point to satisfy the white man’s greed for gold and that the four thousand silent graves mark the trail of the Cherokees to their exile.T: That’s right. Now please read the passage again and then work in pairs and discuss the questions on the screen.DiscussionShow the questions on the screen.1 Why could the writer witness the execution of the most brutal order?2 Do schoolchildren of today know the true sad history of the Native Americans? If not, why?3 What are the writer’s feelings?The teacher goes around and helps the students if necessary. After a while check their work.Suggested answers:1 Because he was acquainted with many of the Indians and able to fluently speak their language and therefore he was sent as interpreter.2 No, they don’t. The facts are being concealed from them.3 He feels that the execution of the most brutal order in the history of American warfare was a sad story with its sighs, its tears and dying groan.ExplanationT: Now I’ll play the tape twice for you. First pay attention to the pronunciation and the intonation. The second time, please mark the difficulties. If you have anyquestions, first refer to the Notes to the texts on Pages 134 and 135 and then ask me.Play the tape recorder, and allow them enough time to solve problems on their own. After they finish that, explain other difficult points to them.T: Do you still have any language questions after referring to the Notes to the texts? S: Would you please explain the sentence “Being acquainted with many of the Indians and able to fluently speak their language, I …”to me?T: OK. We can understand it like this “As I was acquainted with many of th e Indians and able to fluently speak their language, I …”. “Being acquainted with …” and “able to …” are used as adverbials of cause. Any other questions?S: No.Step IV Summary and homeworkT: Today we have read two passages about Native Americans. What can we learn from them?S: We learn about the true history of Native Americans. Its history is one full of brutality, blood and massacre.S: Schoolchildren of today in America should know the truth about their ancestors’ tragic experience.T: Very good. After class first please finish Activity 2 on Page 58、Activity 5 on Page 60 and Activities 4 –6 on Pages 116 and 117. Second, write a short passage about the history of the Native Americans. Then preview LANGUAGE IN USE (1) and (2).。
Module 5 Reading 课件- 高中英语外研版选修九 (共21张PPT)
reducing
owe…to
after
credit sb with sth=credit sth to sb 归功于
Familiar words with unfamiliar meanings :
credit
She asked the teacher not to give him any credit
What are they doing ? ( railroad, dangerous)
It was Chinese workers that built the Central Pacific Railroad for Americans .They used to be assigned to do the most dangerous job
strike The clock has just struck twelve
（钟）打点
What struck us most was the great number of bicycles
on the street
印象深刻
Visitors to Hangzhou are usually scenery.
B①
Pmaardt efobuyrC(hPianrease. 6w)orkers
②③④⑤ ②③ ④⑤
The reasons for anti-immigrant protests
Part five (Para.7)
The reasons for better relations between Chinese and Americans
What’s the result of Chinese people in America? rich or poor?(discrimination)
高中英语 module5 The First Americans Language Study教案 外研版选修9
The Third Period Language StudyAbility goals 能力目标Enable students to use and, when, on, come, can, some and any properly. Learning ability goals 学能目标Help students to learn how to use and, when, on, come, can, some and any properly.Teaching important and difficult points教学重难点How to use and, when, on, come, can, some and any in context properly, especially the difference between some and any.Teaching methods教学方法Explaining, summarizing and practicing.Teaching aids教具准备A computer 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 come 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 landsof North America. However, the arrival of Europeans, particularly from Britain and Spain, led to war and disaster. Native Americans were treated brutally by the Spanis h. Altogether there were six biggest Native American 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, come, can, some and any through context properly, 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, come, can, some and any referring to the explanation. Then get them to complete 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 with faster, slower, better, etc. in negative sentences and questions,T: Well done! You know their usage quite well. N ext 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 c an’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 picnic 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. (福建卷)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 on such a short trip. (湖北卷)A came overB came outC came aboutD came up6 I had just stepped out of the bathroom and was busily drying myself witha towel _____ I heard the steps. ( 湖南卷)A whileB whenC sinceD after7 Some aspects of a pilot’s job _____ be boring, and pilots often _____ work at inconvenient hours. ( 湖南卷)A can; have toB may; canC have to; mayD ought to; must8 Start out right away, _____ you’ll miss the first train. (四川卷)A andB butC orD while9 — Is Jack on duty today? (四川卷)—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. (辽宁卷)A whyB whereC whenD while11 Don’t worry if you can’t come to _____ party —I’ll save ____ cake for you. (浙江卷)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, come, can, some and any in context properly, especially the difference between some and any. After class, first please finish Activities 1 –3 on Page 115 and then read the passages on Pages 64 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 thatimmigrants 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 Americans’ 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 computer.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 Yang Zhenning, 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 chiefinterest 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 completed 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 wor k 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 contributionsto 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 buildthe 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 pleas e 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 complete 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 includes the 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. It was the Chinese Americans that took up the labor shortage, supplied the agricultural knowledge and helped build the railroads, especially duringthe foundations of the country.2 In the 19th century, Chinese immigrants were once targeted due to the increasing belief 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 are two 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 come back and play their due role to their own country.4 I think the Chinese can make contributions to world peace and human progress in countries 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 immigrants 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, i t 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 theeastern 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 command 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 the 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 Gama Careful 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 dated 1459, 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 not a Chinese.3 The reason for the lack of historical record to prove it is probably that records of 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 professor at Wuhan University, has his doubts. “If Zheng 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 had maps. Who drew the maps? There are millions of square miles of ocean. The Chi nese 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 States from 1913 to 1921.Activity 9:1 In my opinion, the Algonquians didn’t want the white settlers to live on their land. They wanted the white people to leave the area.2 Before Pocahontas came to England, British people were worried about stories of danger, 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 contributionsthat 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.。
高二英语外研版选修9学案：词汇详解 Module5 The First Americans 含解析 精品
知识感悟一、词汇详解1.set foot on/in 踏上(某地，尤指这样做很特别或不同寻常)【典型例句】He was the first man to set food on the moon.他是第一个登上月球的人。
I vowed never to set foot in the place again.我发誓再不去那个地方了。
【相关链接】set sb./sth. on their/its feet 使独立；使成功His business sense helped set the club on its feet again.他的经营意识使俱乐部重振雄风。
2.prosper v.兴旺；发达【典型例句】The economy prospered under his administration.在他主政期间经济繁荣了起来。
She seems to be prospering since she moved out of the city.她搬出城区后，似乎一帆风顺。
【相关链接】prosperous adj.繁荣的；成功的；兴旺的prosperityn.兴旺；繁荣；成功3.lead to 引发(某事物)【典型例句】Eating too much sugar can lead to health problems.食用过多的糖会引起健康问题。
His carelessness led to the car accident.他的粗心导致了那场车祸。
【相关链接】在该短语中to为介词，后面跟名词或动名词。
类似的短语还有： devote ...to...,pay attention to,get down to,be sentenced to,look up to,look forward to,relate to,stick to,get used to,object to等等。
4.needless to say 不用说；当然(用于表示某事已是众所周知)【典型例句】The problem,needless to say,is the cost involved.不用说，问题是所涉及的费用。
高中英语 module5 The First Americans Writing教案 外研版选修9
The Fifth Period WritingTeaching goals 教学目标1. Target language 目标语言a. 重点短语bring up, first of all, to his / her surprise, be famous for, be known for b. 重点句式It was not until him / her … that …He was lucky to …He / She was the first person to…Ability goals 能力目标Enable students to learn to give a lecture about a famous explorer. Learning ability goals 学能目标Help students learn to give a lecture about a historical person or event. Teaching important and difficult points教学重难点Teach students to know how to give a lecture about a famous explorer. Teaching methods 教学方法Discussing and cooperative learning.Teaching aids 教具准备Some slides and a projector.Teaching procedures & ways 教学过程与方式Step I Homework checkingFirst check the answers to Activity 1on Page 64 and then ask some students to read and share their answers to Activity 2 with others.Suggested answers to Activity 2 on Page 66• California Gold RushThe Gold Rush of 1848, a watershed(分水岭) in American history, helped mold thecountry into its modern shape, transforming the wilderness and pushing the country into the Civil War. The Gold Rush changed the national psyche(精神), pulling the country away from a puritan ethic and toward a new “a dream of instant wealth”, the fruits of “boldness and luck”. In 1849, gold was discovered in California. An important stimulus to western prosperity was the great improvement in transportation facilities• the Civil WarThe war was fought because of slavery and the slaves’ own civil rights. The Civil War ended slavery and slaves were freed and society began to change quickly. After the war, the intelligence contributions of black Americans became obscure. It made US become a whole and a stronger nation.• Transcontinental RailroadThe first Transcontinental Railroad was considered the greatest technological feat of the 19th century. It served as a vital link for trade, commerce and travel that joined the eastern and western halves of late 19th-century United States.• the American WestBriefly, the history of water development contains the whole story of the West, from start to present. Early modern irrigation worked miracles and opened to the plow land previously unavailable for agriculture -- land that now feeds the nation and much of the world. If it were not for these early, massive hydro-projects, not one of the great cities of the West would be even conceivable; millions upon millions of people would and could never have considered settling the western half of the continent. The American West has always exerted a profound influence on American life and thought. Successivewaves of westward expansion were of great importance in populating and developing the land.• slavesIn the early 19th century, slavery began to assume greater importance as a national issue. As late as 1808, when the international slave trade was abolished, many thought that slavery would soon end. But during the next generation, the South became solidly united behind the institution of slavery as new economic factors made slavery far more profitable than it had been before 1790. Chief among these was the rise of a great cotton-growing industry. Sugarcane and tobacco, two labor-intensive crops, also contributed to slavery's extension.• CongressThe period from the end of the Civil War to the early 20th century was an era of great congressional power. With the end of the Civil War, the Nation entered a period of rapid industrialization, population growth, and development of its urban centers. The congressional domestic agenda began to focus more on national issues, especially regulatory matters. The legislature became more involved in the daily lives of its citizens. As a result, Congress became a more attractive domain in which to gain and exercise power, and career patterns of Members began to change from relatively brief congressional careers to careers that emphasized a commitment to congressional service. In December 1865, Congress ratified the 13th Amendment to the U.S. Constitution, which abolished slavery.• the SouthThe southern states with their fertile soil and hot climate were suitable for large cotton plantations operated by slave labor. Manufacturingindustries were practically non-existent. The cotton plantations, where the Negro slaves were worked to death, spread westward. Due to the South's powerful agricultural success, the region became integral to the political history of the United States, with the South supplying many of the United States' early military and political leaders (including nine of its first twelve presidents).• plantationsPlantations were almost exclusively devoted to cultivation of the great Southern staples—tobacco, rice, and, later, indigo…. The plantations had four million plants growing.Step II WritingGet students to learn how to write a passage and give a lecture about a famous explorer.T: We have learned something about Columbus and Zheng He, two household explorers. Do you still remember any other great and famous explorers mentioned in the first period?Ss: John Cabot, Sir Humphrey Gilbert, James Cook, Francis Drake, Martin Frobisher, John Franklin, Henry Hudson, Jacques Cartier, Samual de Champlain, Marco Polo, Hernando Cortes, Vasco da Gama, Gaspar Corte Real , Henny the Navigator and The Vikings.T: OK. In China, there are also some other famous explorers like Xu Xiake. Work in pairs. Choose a famous explorer to research his / her life. Now that the topic of the writing is a famous explorer, the main point is about…S: The expedition.T: Good! Next, discuss what aspects we are going to write about.Aft er a while check students’ work. Then show some key points on the screen.• their name and dates• what they did• where they went• how long the expedition(s) took• when the expedition took place• any moments of danger or other special events• their achievements or discoveriesT: You see, you have to make notes on these details. Now read Activity 2& PRESENTITION SKILLS, they are of great help.Allow students enough time to read and understand the two activities. Walk around and give them a hand if necessary.After students finish their writing, ask some of them to give their lecture to the class.One possible version:I’m going to talk about a great and famous explorer, James Cook. He was born in the north of England on October 27th, 1728 and died on February 14th, 1779. He was brought up in a poor farmer worker’s family. At the age of 18 he joined a ship and quickly became a skilled seaman.James Cook was selected to lead a 1768 expedition to observe the transit of Venus, and to explore new lands in the Pacific Ocean, which is his first voyage of Endeavor. Unfortunately, during this voyage the ship struck a coral bed, which tore a large hole in the side of the ship. But Cook’s quick thinking saved the expedition. This expedition ended in July 1771. He made his second voyage of Resolution and Adventure from 1772 to 1775. The object of Captain Cook's second Pacific Ocean voyage was to confirm the existence of a theorized Great Southern Continent The third great voyage of Resolution and Discovery from 1776 to 1780 is especially significant to the history of the west coastof North America. Captain Cook and his men were primarily searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean.He led the three great voyages of scientific exploration to the Pacific Ocean. He was the first to chart Australia’s east coast and sail around New Zealand. His voyages to the Pacific had a tremendous impact on European society, for whom the area was very little known. To this day, He is known all over the world as one of the greatest maritime explorers whose charts gave an accurate picture of the huge Pacific Ocean for the first time.Step III Speaking and writing ( Page 120)Ask the students to talk something about Americans by looking at some photos and write a shortpassage with the title “What I Know About Americans”.T: In this module, we’ve learnt about the first Americans. Now let’s look at the photos on Page 120. All of the people in the photos are Americans. Then work in pairs and answer the questions in Activity 12.After a while, let students state their opinions.T: Who’d like to tell your ideas?S: Let me have a try. I think the man with the hat of the west looks like “a real American”. Maybe a hat is the essence of the spirit of the West and an icon of everyday American lifestyle.T: Well done. What about the second question?S: In my opinion, they represent Americans who do different jobs.T: So what do you think the people in the photos do?S: I guess the first woman may be a journal and the other may be an actress. The man, in white, looks like a basketball man. The man in the middle may be a golf player and the woman in the middle is likely to be a young ladyserving at a ceremony. The man looks like a cowboy may be an actor. At last it is possible that the man playing the guitar is a singer.T: Well done. Now work in pairs and discuss the questions in Activity 13. Meanwhile, write a composition titled: What I Know About Americans to answer these questions.Sample writing:What I Know About AmericansI haven’t been to America once yet. However, I have many opportunities to have a better understanding of the Americans. I watch American TV programs, films, and I also listen to pop music and I have my own favorite singers. And I also have American friends who help me a lot.Who impresses me most is my oral English teacher named Pat from America in high school, who is old and very fat. Despite of these, she works very hard at teaching and prepares her lessons very well. She is more than our teacher. She is also our friend. It is her professional dedication that makes a deep impression on me.Not only have I met a hard-working American woman myself, but also I get to know another American woman from a TV programme “The Oprah Winfrey Show”. The show has been hosted by Oprah Winfrey on TV for almost 20 years non stop. Her show is one of the most popular television programmes in history. She has won many prizes for her work in television and film. Oprah Winfrey is a very successful TV personality in the US. Her life shows us that hard work and discipline are the road to self-improvement, and success lies somewhere along that road.Moreover, I have also seen some American films. Erin Brockovich is one of the most entertaining movies I have seen! And I am very excited about that! In the film, an unemployed single mother with three little kids and has towork very hard. She becomes a legal assistant and almost single-handedly brings down a California power company accused of polluting a city's water supply. At last she not only earns a living for the whole family but also earns respect and self-value for herself. The lively character of the heroine is similar to the character of the heroine in the Chinese film Breaking the Silence.Of course I enjoy listening to American pop music. My favorite artist is Elvis Presley, who was a world-famous pop star and will always be loved by his fans from different countries. During his lifetime, he made more than 200 records and 30 films. The house where he once lived has been turned into a museum and is visited by thousands of people every year.Such were Americans, friendly, hard-working and great.Step IV HomeworkGuide students to find out a particular Native American tribe and make a presentation for theclass.T: We have learned a lot about Native Americans in this module. After class, work in groups and choose a Native American tribe to study. Discuss these things and make notes: history of the tribe, culture, language and the tribe today. You can make use of the Internet and library to collect information and then write a passage according the information you find. Next period some of you will be asked to make a spoken presentation to the class.One possible version:The Sioux, one of the largest Native American groups, can be found throughout the northern Plains, including North and South Dakotas, northern Nebraska, eastern Wyoming, and southeastern Montana. The arrival of white Americansfollowing the Louisiana Purchase lead to an end to native Sioux life due to the depletion of the buffalo. The Ghost Dance, a ceremony intended to call back the buffalo and send away the whites, gained prevalence as the Sioux attempted to regain their pre-contact lives. There are three native Sioux dialects, Dakota, Nakota and Lakota. Black Hills Gold has become a well-known feature of the area where the Sioux once freely roamed. Although not directly associated with the Sioux, many Sioux artisans have set up shops in South Dakota selling jewelry and other cultural products. Today the Sioux have adapted to reservation and/or urban life. Many are involved in South Dakota's tourism industry. Many are engaged in farming and ranching, including the raising of bison. In 1990 there were more than 100,000 Sioux in the United States and more than 10,000 in Canada.附件I. 课文注释与疑难解析1 （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. 人们认为美洲当地人是在12，000年前通过西伯立亚和阿拉斯加之间的一座陆路桥从亚洲的东北部来到北美洲的。