、教学内容分析：
本单元主要围绕了具有多元文化的美国这一主题展开，其中重点介绍了佳利福尼亚州的多元文化特征。本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。
本单元所涉及的要点：
通过了解美国的多元文化特征，培养学生跨文化交际意识；通过对加州移民的深入了解，使学生认识到“美国是民族的熔炉”；掌握本单元教学目的和要求中词汇的用法；掌握在书面表达中如何使用“方向和位置”来介绍一个地方和描述一个事件，以及鼓励别人说话的方法；掌握名词性从句的具体用法。
Period 1 Reading
Teaching goals
1. Enable the students to talk about things about the USA.
2. Help the students learn the huge diversity of races and cultures in America, especially in California.
Teaching important and difficult points
Learn the huge diversity of races and cultures in California.
Teaching methods
Fast and careful reading; asking and answering activity; individual, pair or group work.
Teaching aids
A map, a blackboard and a computer
Teaching procedures
Step 1 Warming up.
1. Ask the students to describe what they learn about the USA.
2. Group work: look at the map of the USA with your group. Write on the map the names of as many of the following as you can. Compare your names with other groups.
Step 2 Pre-reading
1. Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California?
2. Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California.
Step 3 Fast reading
1. Read through the passage and get the main idea.
2. Reading comprehension.
Ask the students the following questions:
1) When you look at the title, what so you think of ?
A land of differences. California is a land of great differences - differences in climate, in landscape and attitude.
2) Why is the USA called a melting pot?
There are many immigrants to the USA and there are many cultures and nationalities. So it is a place in which people, ideas, etc of different kinds gradually get mixed together.
3. Beside each date note down an important event in Californian history.
Step 4 Detail reading
Beside each cultural group , write the period in which they first came to California in large numbers.
Cultural groups Periods Cultural groups Periods
Russians early 1800s Japanese Early 1900s
Chinese Late 1840s/early 1850s Cambodians From about the 1970s
Africans 1800s Koreans From about the 1970
Italians Late 1800s Danish 1911
Jewish 1920s Pakistanis From about the 1970s
Step 5 After reading
Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )
Step 6 Homework
Finish “Learning about language” on page 4.
Period 2 Language points
Teaching aims:
1. Learn expressions and phrases.
2. Learn language points.
Teaching important points:
Language points
Teaching methods:
Presentation and practice
Teaching procedures
Step 1 Revision
Retell the passage
Step 2 phrases
the third largest state 第三大州
A multicultural state 一个具有多种文化的州
By means of 通过……工具
In prehistoric times
In addition 另外
die from 死于……
In the 18 century 在18世纪
Fight against 反对…..而战争
The majority 大多数
Gain independence 获得独立
Achieve one’s dream 实现某人的梦想
Make a life (for sb) 谋生
Step 3 Language points
1. means: a method or a way of doing. 方式，方法，手段（但复数同形）
Translate:
一切可能的办法都试过了。
All possible means have been tried.
= Every possible means has been tried.
by means of : by using 依靠，凭借
2.occur: come into sb’s mind (想起，想到)
happen, take place(发生)
1)When did the accident occur?发生
2)A good idea occurred to me all at once.想到
3.multi-前缀，是“多，多方面，多方向”的意思
multi-coloured 多色的
multi-racial country 多种族国家
multi-media 多媒体
multiparty 多党
multiparty system 多党制
multi-purpose 多种用途
思维拓展：
mono-前缀：one, single 单
eg: a monolingual dictionary(单语词典)
bi-前缀：two, twice, double双
eg: a bilingual dictionary(双语词典)
4.Declare v.宣告，声称，宣称，申报
translate the following sentences
1) War was declared on the enemy.
2) She declared that she knew nothing about it.
3) Have you anything to declare.
declare oneself 发表态度
declare war on/upon 宣战
declare against 声明反对
declare for 声明支持
5.Keep up:保持,坚持,持续
1)The manager asked the workers to keep up the work.
2)The rain kept up for two days and the roads were floaded.
Step 4 Exercises: translation
1.我就是想不起他的名字.(occur)
His name just didn’t occur to me.
2.他宣称他是正确的.(declare)
He declared that he was right.
3.鼓起勇气,成功就属于你.(keep up)
Keep up your courage, and success will be yours.
4.他虽然不会说话,但能通过手势让别人知道他的意思.(by means of)
He couldn’t speak, but made himself understood by means of signs.
Step 5 Homework
Review the language points.
Period 3 Grammar
Teaching aims
1. Enable the students to use the Noun Clauses as the subject, object, predicative and oppositive.
2. Help the students learn how to use the Noun Clauses.
Teaching important and difficult points
Differ the noun clauses.
Teaching methods
Analysis and have some discussions.
Teaching procedures
Step 1 Preparation
Ask the students to underline the noun clauses in the following sentences. Then tell what types of noun clauses they are.
1)Whether native Americans arrived in California 15,000 years ago or 14,000 years ago is not important. Subject clause(主语从句)
2)The fact that they arrived a long time before Europeans is what matters.
Appositive clause(同位语从句) & Predicative clause(表语从句)
3)I believe that the native Americans were treated badly when the first Europeans came. Object clause(宾语从句)
Step 2 Discussion
Ask the students to differ the Noun Clauses as the subject, object, predicative and oppositive.
名词性从句 特征
主语从句
宾语从句
表语从句
同位语从句
Step 3 Analysis
1.高考考查热点:
1)名词性从句的语序（陈述句语序）；
2)几对重要关联词的区别：whetherif, what hat, whatwhatever, whowhoever, etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句；
4）根据具体情景选用适当的关联词。
2.根据例句，讨论：
1）whetherif的区别
I. Please tell me if/whether you will go to the lectures tomorrow.
II. It all depends on whether the sky will clear up.
III. The question is whether the film is well worth seeing.
IV. Whether he will be well tomorrow I’m not sure.
V. Whether it is true remains a problem.
A.引导宾语从句，位于及物动词后
B.引导宾语从句，位于介词后
C.引导宾语从句，放句首
D.引导表语从句，主语从句或同位语从句
whether: A, B, C, D
if: A
2)What hat的区别
I. I think that it is unnecessary for me to speak louder.
II. His mother is satisfied with what he has done.
III. That he was able to come made us happy.
IV. This is what makes us interested.
V. The reason was that Tod had never seen the million-pound note before.
所引导的从句中是否缺主语、表语或宾语 汉语意义 能否省略
What 缺 什么；所……的东西、事情 否
that 不缺 无意义 宾语从句中能省略
3）whowhoever; whatwhatever的区别
I. The spoken English competition is coming. Who will attend the meeting hasn’t been decided yet.
II. I believe whoever takes part in the competition will try his best.
III. Can you tell me what you would like to order?
IV. Whatever happens, don’t be surprised.
V. All the food here is delicious. Just order whatever you like.
名词性从句 让步状语从句
Who 表示“谁” /
Whoever 表示“…的任何人” 表“不论谁”
What 表“什么，所…的东西、事情” /
Whatever 表“…的任何东西” 表“无论什么”
4)常见的it作形式主语的结构
I. It is a fact that he won the match.
II. It is necessary that we do study the English.
III. It is known to all that light travels in straight lines.
IV. It seemed that he would come here.
基本句型结构 常用词语
It is + 名词 + that从句 It is a fact/a shame/a pity/no wonder/good news/…that…
It is + 形容词 + that从句 It is necessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为(should)+动词原形
It is + 过去分词 + that从句 It is said/reported/decidede/known/…that…
It + 不及物动词 + that从句 It seemed/happened/doesn’t matter/has turned out/…that…
Step 4 Practice
1)Exs.3&4, Students Book P5
2)Make sentences using noun clauses as the subject, object, predicative and appositive.
Step 5 Homework
1.Review what we have learnt today.
2. Translate sentences:
1)显而易见, 英语很重要.(主语从句)
2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句)
4)问题是我们下一步该怎么做.(表语从句)
Period 4 Listening and speaking
Teaching goals
Train their listening and speaking abilities.
Teaching important and difficult points
Help the students to talk about position, space and direction and illustrate ways that listeners indicate that they are listening to the speaker.
Teaching methods
Pair work and group work, discussion and cooperation
Teaching aids
A recorder, a computer, and a blackboard
Teaching procedures
Step1 Listening
1. The first time the students listen to the tape they are expected to listen for the gist only. Read Ex1 on page 6 with students so that they know what to listen for and play the recording right through without stopping.
4 Geographic areas of California
2 Where George’s tour started
3 California not as George expected
1 Where George is now
5 Californian people
2. Read the postcard on page 6 with students and ask them to recall the missing information. Then play the tape right through while students listen for the missing details. Play it twice if necessary and then check answers by playing the tape again and stopping when the missing details are given.
Dear Sam,
I’m here in Joshua Tree National Park, in the___southeastern_
part of California. Have been traveling around the state of
__california___ for three weeks now. Very different from what
I have seen in ___American movies____ . Not everyone is ___rich__
and not everyone lives near the __beach_____. First traveled
southeast through rich farmland then to the central part.
They grow everything here including __cotton, nuts, vegetables_____
and fruit. Cattle too. Then traveled further ____southeast______ into
mountains and ____desert_____.Californians are very friendly,
and they are from many different ___races_____ and cultures.
Every culture has its own ____music__, ___festivals_____, food and art.
Most interesting. Wish you were here. Give my love to Paula.
George
3. Tell the students that when they listen to this time they are to focus on what Christie, who is mainly listening, says. Play the tape and stop after each thing that Christie says so that students can write down her words according to the chart on page 7.
Christie’s questions That is interesting.
Where are you ? Cool.
Where is that? You watch too many American movies.
What are you doing down there? That is interesting.
How is the trip been? I wish I could see it for myself.
What is it really like? That doesn’t surprise me.
Such as? Oh, I see.
Hispanic? Sounds great
4.Get the students to compare their answers with their partners and check the answers.
Step 2 Speaking
With a partner hold a telephone conversation about a place you have visited recently.
1. Sit back to back with your partner so you can’t see each other.
2. Partner A: Talk about where the place is , what the climate is like, what you thought about the people, and any other interesting things you saw or did.
Partner B: Encourage your partner to talk by asking questions and making comments.
3. Swap roles. Partner B tells Partner A about hisher visit.
Step 3 Homework
Write a short passage about the place they have visited recently.
Period 5 Using Language
Teaching goals
Target language
Useful words and expressions: luggage, tram, apparently, slip, bakery, ferry, hire, seagull, immigration, team up with, mark out, take in, a great many.
Teaching important and difficult points
1. Improve the students’ reading ability (skimming and scanning).
2. enable the students to grasp the useful words and expressions.
Teaching methods
Reading, discussion, cooperative learning
Teaching procedures:
Step 1 Lead-in
1. Look at George’s photos. Then quickly read George’s diary. Write the days he saw these things under the photos.
2. Read George’s diary more slowly and answer the questions.
1.Why did Andrew Hallidie invent the cable car system?
2. Where did George eat lunch on his first day in San Francisco?
3. Why did George hire a car? Why do you think he joined up with Terri and Peter?
4. Name three things that visitors can do in Chinatown.
5. What is Alcatraz Island famous for?
3. Read George’s diary again. Put the mark”^” in the places where George has left out some words. Discuss with others in your class: Why did George leave out some words when he wrote his diary?
Step 2 Language points
1. Team up with: make an effort in cooperation with; work together with与……协力从事,合作
Translate:
He teamed up with an experienced worker in the project.
2.hire 解雇
fire 租,雇佣
1)You are _fired___, because you are so lazy for the work.
2) I must ____hire_ a house when finding a job in the city.
3.take in
1) He had nowhere to live in, so we took him in.接纳
2)The dress needs to be taken in.改小
3)They listened to my lecture, but how much did they take in , I wonder?理解
4)Don’t let yourself be taken in by these politicians.欺骗
Take off 拆开,拆散
Take on 贬低, 贬损名誉等
Take apart 从事,对…..产生兴趣,打听,占用空间或时间
Take away from 脱下,脱去,起居,休假,离开
Take up 开始雇佣,露出,承担,接受
Step 3 Pair work and consolidation.
Make sentences with the new words learned in this lesson.
Step 4 Homework
1. Read the passage atain
2. Prepare for the diction of the useful words and expressions of this unit
3. Prepare for the writing of the next lesson.
Period 6 Writing
Teaching goals
1． Enable the students to take an active part in searching for information and discussion.
2． Enable the student to writ a short group essay about a city, province or zone in China and improve the students’ ability of writing.
3． Enable the students to share their essays with other groups.
Teaching important and difficult points
How to organize and write a short essay about a city, province or zone.
Teaching methods
Research, cooperative learning
Teaching aids
A computer or some pictures
Teaching procedures:
Step 1 Discussion
1. Get the students to discuss with the other members of their group which Chinese city, province or zone they want to write about.
2. Get the students to discuss their choices with other groups and make sure that each group will be writing about a different place.
3. Once the students have decided on a place, ask them to discuss what topics they will write about and in what order they will write about them.
Here are some examples of topics.
Topics Features
Location
Climate
Geography
History
Population
Production
culture
Step 2
1. Get the students to give each person in the group one of the topics from the list to write a paragraph about.
2. when everyone has finished, ask the students to read the paragraphs aloud in the correct order, making suggestions for improving each others’ writing and check each others’ spelling, punctuation and grammar.
3. Get the students to decide what they want to write in concluding paragraph. It should make a common on the future development of this place.
4. Ask the students to write a clean copy of the whole essay.
5. Put in maps, pictures, tables or charts where necessary to make it attractive.
Step 3 Sharing
Make a wall display or a class booklet containing the essays from every group.
Sample writing:
Beijing is the capital city of China and covers 16,800 aqkms. It is surrounded by mountains to the north and west. One of them, Ling Shan, is over 2,300 meters high. The climate can be very dry in winter and humid in summer. Autumn is the best season because it is usually fine and pleasantly warm.
Beijing was the capital city of many dynasties in Chinese history. These dynasties left a large number of architectural souvenirs in the city: the Forbidden City, the Summer Palace and the Temple of Heaven, etc. There is also a legacy of royal parks: Jingshan and Beihai. Since1949 these parks and buildings have been open to the public.
Nowadays, Beijing is the capital of a thriving country with a large population. More than half of them live in the 3entr of the city. As well as being an important economic centre Beijing is als9o the site of the main venue for the Olympic Games in 2008.
As befits its status, Beijing is the centre of many cultural activities, such a s concerts, operas, modern painting exhibitions and international events. Today Beijing is indeed an example of a city in the modern world.