Module 5 The First Americans Period One Introduction 课件-优质公开课-外研版高中选修9精品

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).。

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.。

领兑市安插阳光实验学校高三英语Module5 The First Americans一. 本周教学内容：Module 5 The First Americans二. 教学目标：本模块介绍“美土著人”，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. 句型归纳：1. The peaceful Navajos made a treaty with the US government，but yet again，the government insisted on moving them from their land.爱好的纳瓦祖人与政府签订了条约，但政府还是坚持让他们从自己的土地上迁走。

insist on doing坚持干……The boy insisted on going to the cinema with his mother.小男孩坚持要跟他妈妈去看电影。

2. Eventually，the Apaches and the Pueblos made peace with each other，but the arrival of the Spanish changed everything.阿帕切人和普韦布洛人终于和解了，但西班牙人的到来改变了一切。

3. The Apaches，in turn，raided Spanish settlements and stole cattle，horses and weapons.反过来，阿帕切人袭击西班牙人的驻地，盗走他们的牲口，马匹和武器。

4. In the 19th century，the governments’ preferred solution to the Indian “problem”was to force tribes to inhabit specific areas of land called reservations.19，政府对解决印第安人问题喜欢采取的方法是强迫土著美人（部落）居住到他们指的被称作“保当地”的特别里。

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。

Module 5 The First AmericansI.Phrases1．踏上，进入2．用武力夺走……3．把……称作4．赶走，驱赶5．和平相处6．不必说，不用说7．使某人皈依基督教8．和某人进行贸易9．迫使某人做某事10．和某人签署条约11．坚持做某事12．依次；轮流；反过来13．与某人讲和14．以……骁勇善战而著名15．死于饥饿16．承担更多的工作17．赞同某事18．舰队19．由……组成20．寻找经济成功21．特别；尤其22．由于粗暴地对待23．和……相反24．导致25．试图阻止更多的中国移民26．在他八十岁生日的时候27．和某人相识28．用……装载29．开发未开发的资源30．取得迅速的进步II.Sentences1．哥伦布是第一个踏上北美大陆的欧洲人。

2．北美洲最初的居民现在被称作北美土著人。

3．不必说，美洲当地人对此非常反感。

这招致了西班牙人充满敌意和残酷地对待。

4．这个联盟是在十六世纪末期形成的。

当时各个部落共有七千人。

5．喜好和平的Navajos与美国政府签订了条约，但政府还是坚持让他们从自己的土地上迁走。

6．这次旅程被称作“长途行走”，旅途中有两千Navajos饿死。

7．仅在1868年，经过可怕的四年后，他们才被允许返回家园。

8．保留地多为贫瘠的土地.9．另一方面,西班牙人希望跟土著居民和平相处,但又想让他们皈依基督教.10.郑和有可能是到过美洲的第一个外国人,时间约在1421年至1423年间.11.因为我认识很多印第安人并能流利地讲他们的语言,我被派去做翻译.12.中国移民可能成为目标因为人们逐渐认为移民正在占有城市中很多工作. III．Fill in the blanks with the expressions given below. Use each expression once only and make proper changes if necessary.consist of, set foot on, lead to, in particular,needless to say, in return, make peace with,be contrary to, insist on, be acquainted with1., I left him, determined never to _________________that soil again.2. A reward will be offered for information _____________ the arrest of the bank robbers.3. ______________________, learning without thinking is useless.4. She needs your help. It’s a good opportunity to __________________ her.5.The United Nations ____________________ 191 nations.6. Among all the merchandise, I was interested in the cotton piece _______________.7. She ______doing the experiment in the lab although she got the flu.8. He was always ready to help others, and _________________ he was liked by everyone.9. Mary and I have _______________ each other for a long time.10. What you have done __________________ the doctor’s orders. IV．ReadingIt’s been said that a man dies simply because he doesn’t know how to live longer. Well ,thank goodness for progress. People are living longer these days .Today ‘ people can expect to live to 78.What affects life expectancy? Better food supply, better medical care, better hygiene(卫生)or others ? It’s totally unclear to scientists how they all add up. But what we do know is that studies are finding genetics（遗传学）don’t tell the whole story when it comes to which diseases will likely kill us.“ There’s a saying that genetics load the gun ,but it’s the environment that pulls the trigger ( 扳机)”Dr. David Fein “Y ou can have the gene for a certain disease ,but it doesn’t mean you’re going to get it.”Take care : Your lifestyle choices are very important .While there is no way to finally refuse death that isn’t an excuse to pay no attention to your health .There are many “secrets” to result in an improved quality of life.First, start with your attitude . Your way of thinking can improvehow long you actually live. In 2002, researches found that optimistic people decreased their risk of early death by 50 percent compared with those who were more pessimistic.Besides , there are also more traditional practices that you can take , such as stopping smoking, having a balanced diet and keeping a healthy weight. And having a pet can add years to your life. as well.To many people , quality of life equally as important as life span. It is a good thing that many of the factors that can improve your longevity ( 寿命) can also improve your quality of life. After all, who really wants to live forever when they can have a life that ended perfectly?1 What is the main idea of the passage?( Please answer within 10 words)___________________________________________________2 Which sentence in the passage can be replaced by the following one:There are many ways to make your life happy and healthy.________________________________________________________3 Find the word from the passage that has the opposite meaning of “optimistic”. __________________________________________4 Do you like to keep a pet? Why? ( please answer within 30 words)______________________________________________________ ________________________________________________5 List three ways to improve your longevity according to the passage .________________________________________________。

感顿市安乐阳光实验学校 Module 5 The First Americans Period One Introduction & Reading and Vocabulary 每课一练时间：45分钟Ⅰ.单项填空1．—What are you reading, Tom?—I'm not really reading, just ________the pages.A．turning off B．turning aroundC．turning over D．turning up答案 C [本题考查turn构成的动词短语。

第二句句意：我没在真正看书，我只是在翻书。

turn over翻过一页书(纸)，符合句意。

turn off关闭；turn around完成，提供，生产出；turn up调大，出现，发生。

]2．________，the more expensive the camera, the better its quality.A．General speaking B．Speaking generalC．Generally speaking D．Speaking generally答案 C [generally speaking为分词短语，意思是“一般来说”，在句中用作插入语。

许多分词短语可以用作插入语，这样的分词短语有：strictlyspeaking(严格地说)，generally considering(一般认为)，judgingfrom...(根据……判断)等。

]3．Only when ________acquired a good knowledge of grammar________write correctly.A．you have; you can B．have you; can youC．have you；you can D．you have；can you答案 D [only＋when引导的状语从句位于句首时，主句发生部分倒装，而when引导的从句不倒装。

角顿市安康阳光实验学校Module 5 The First Americans SectionⅠⅠ.根据句意和单词首字母或括号内汉语，写出单词的正确形式1Businesses across the state are ______(兴旺)．2I ______(憎恨) having to work such long hours.3Many people died of ______(饥饿) before liberation.4The boy feels ______(怀有敌意) towards his father.5In the severe winter of 1947，farmers had to dig their ______(牲畜) out of huge snowdrifts.6He m______ his horse and rode on.Ⅱ.用所给短语的适当形式填空needless to say in peace make a treaty live on in turn make peace1All the villagers live together____________.2____________，he came late as usual.3That country ____________ with a neighboring country.4All theories originate from practice and ____________ serve practice.5They ____________ vegetarian food.6The leaders of the two nations decided to ____________.Ⅲ.阅读理解The Cherokee NationLong before the white man came to America，the land belonged to the American Indian nations.The nation of the Cherokees lived in what is now the southeastern part of the United States.After the white man came，the Cherokees copied many of their ways.One Cherokee named Sequoyah saw how important reading and writing was to the white man.He decided to invent a way to write down the spoken Cherokee language.He began by making word pictures.For each word he drew a picture.But that proved impossible—there were just too many words.Then he took the 85 sounds that made up the ing this own imagination and an English spelling book，Sequoyah invented a sign for each sound.His alphabet proved amazingly easy to learn.Before long，many Cherokees knew how to read and write in their own language.By 1828，they were even printing their own newspaper.In 1830，the U．S.Congress passed a law.It allowed the government to remove Indians from their lands.The Cherokees refused to go.They hadlived on their lands for centuries.It belonged to them.Why should they go to a strange land far beyond the Mississippi River?The army was sent to drive the Cherokees out.Soldiers surrounded their villages and marched them at gunpoint into the western territory.The sick，the old and the small children went in carts，along with their belongings.The rest of the people marched on foot or rode on horseback.It was November，yet many of them still wore their summer clothes.Cold and hungry，the Cherokees were quickly exhausted by the hardships of the journey.Many dropped dead and were buried by the roadside.When the last group arrived in their new home in March 1839，more than 4000 had died.It was indeed a march of death.1The Cherokee Nation used to live______.A．on the American continentB．in the southeastern part of the USC．beyond the Mississippi RiverD．in the western territory2One of the ways that Sequoyah copied from the white man is the way of ______.A．writing down the spoken languageB．making word picturesC．teaching his people readingD．printing their own newspaper3A law was passed in 1830 to ______.A．allow the Cherokees to stay where they wereB．send the army to help the CherokeesC．force the Cherokees to move westwardD．forbid the Cherokees to read their newspaper4When the Cherokees began to leave their lands ______.A．they went in cartsB．they went on horsebackC．they marched on footD．All of the above5Many Cherokees died on their way to their new home mainly because ______.A．they were not willing to go thereB．the government did not provide transportationC．they did not have enough food and clothesD．the journey was long and boring参考答案Ⅰ.1答案：prospering2答案：resented3答案：starvation4答案：hostile5答案：livestock6答案：mountedⅡ.1答案：in peace2答案：Needless to say3答案：made a treaty4答案：in turn5答案：live on6答案：make peaceⅢ.1解析：细节题。

辅导选修九 Module Five The First AmericansLanguage Points1. colony: n.殖民地 colonial: adj. 殖民的 colonialism: n. 殖民主义colonize: v. 在..建立殖民地 colonization: n. 殖民2. may +have +过去分词:表示对过去的事作推测”可能做了某事”e.g. heng He may have been the first foreign to visit America.3. on the map:在地图上 in the paper:在报纸上4.engage sb.to do sth.: 聘请某人做某事 be engaged:订婚5. inhabit v. 居住 inhabitation: n. 居住 inhabitant: n.居民6. prefer---preferred--- preferred---preferring 喜欢1) prefer + n. 喜欢…. Which do you prefer, rice or bread?2) prefer to do sth. 喜欢做… refer to have some Chinese food.prefer not to have some Chinese food.3) prefer sb. to do sth. 喜欢某人做…prefer him to study English.I prefer him not to study English.4) prefer doing sth. 喜欢做… prefer going swimming.5) prefer doing sth. to doing sth. 喜欢做…而不喜欢做… playing outsides to watching TV.6) prefer to do rather than do宁愿做…二不愿做…= would rather do than do= would do rather than do.7. eventually = at last 最终,最后8. Zheng He was originally supported by Emperor Chengzu, whose name was Zhu Di.whose name was …. 定语从句 whose表示所属,也可以将whose引导的定语从句转换成介词of 加关系代词.即: whose name…= of whom the name = the name of whome.g. Look at the house whose windows face south=Look at the house of which the windows face south.= Look at the house the window of which face south.9. make sure: 确信,弄清楚make sure of….. e.g. Make sure of the time and place. 弄清楚时间和地点。