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人教版高中英语选修8 Unit 1 A land of diversity教学设计与反思Unit 1 A land of diversityI．教学内容分析本单元的中心话题是美国第三大州——加利福尼亚。
本单元的两篇文章分别采用两种写作手法来让读者了解加利福尼亚的具体情况。
Warming Up部分以填图的形式让学生对美国的地理有一个初步的认识，同时也让他们了解加利福尼亚州的位置，为学习阅读文章做准备。
这部分可以以小组活动的形式进行，努力调动学生讨论的积极性，以达到热身的效果。
Pre-reading部分让学生观看加州的土著人、金矿工和中国城的图片，并多针对这些图片进行讨论，激发学生对加利福尼亚的兴趣。
Reading部分是详细介绍加州居民和移民的历史，更加形象地使学生认识到“美国是民族的熔炉”。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是名词性从句的具体用法。
Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的有力补充和辅助。
学生可从乔治的旅游过程中了解加州的旅游景点，以及其文化、习俗和人们的生活状况。
该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。
其中写作部分是训练学生选取和组织材料的能力——通过思考，写出叙述合理且思路清晰的电子邮件或者明信片。
Learning Tip指导学生掌握和别人交谈时的技巧，以及鼓励别人说话的方法。
II．教学重点和难点1. 教学重点(1) 本单元教学目的和要求中的生词和短语；(2) 掌握运用名词性从句的具体用法；(3) 了解加利福尼亚移民的特点以及加州的人文、历史等。
2. 教学难点(1) 了解美国文化的多元化特征，培养学生跨文化交际的意识，提高他们自身的素质；(2) 学会使用“方向和位置”来介绍一个地方或描述一个事件，以及鼓励别人说话的方法；(3) 学写有关介绍国家或城市等的说明文。
云南省陇川县第一中学高中英语《Unit 1 A land of diversity 》语言学习教案新人教版选修8Teaching goals教学目标1. Target language 目口号言重点辞汇和短语Catholic, slavery, Spanish, mix, mixture, nationality, majority, immigrant, percentage, make a life,a great many2. Ability goals能力目标Enable the students to learn about the word transformation between the nouns, adjectives and verbs.3. Learning ability goals 学能目标Help the students learn how to know the parts of speech according to the suffixes.Teaching important points 教学重点Get the students to know the word about the USA.Teaching difficult points教学难点Get the students to know the word formation by adding suffixes.Teaching methods教学方式Study individually, practice in groups.Teaching aids教具准备A computer and a recorder.Teaching procedures & ways教学进程与方式Step Ⅰ RevisionAsk the students to discuss the question in Activity 3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences. Ask them to share their answers and show their opinions.T: First of all, let’s deal with our homework. Now work in groups and discuss the question in Activity 3 on page 3, trying to explain the reasons in your own words and write 3 ~ 4 sentences.Share your answers with your group members.A sample discussion:S1: The Native Americans of California are continuing to heal from the wounds of the past. As California recognizes the value of its multi-ethnic diversity, its native people are encouraged to celebrate their heritage and share it with the wider California culture.S2: The number of African Americans in California increased dramatically following the turn of the 20th century. Although old patterns of prejudice persisted, African Americans advanced in politics, business, sports and entertainment. School segregation and discrimination in housing were banned, but problems of unemployment, underemployment and racism continue to be addressed in the African-American community.S3: By 1990, the number of European and Canadian immigrants had fallen dramatically, to less than 10 percent, and the number of immigrants from Mexico and Central America had climbed to well over half of the total.S4: Additionally, California’s share of Asian immigrants doubled and now accounts for 40 percent of new immigrants in the state.T: Excellent! These trends have transformed California into the most racially and ethnically diverse state in the country, so that by the year 2000, if not already, no racial group will constitute a majority.Step Ⅱ SuffixationFirst, ask the students to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.T: Today we’re going to learn about suffixes. Do you know what a suffix is?S1: A suffix is a particle, which is added to the end of a root.T: Good. Do you know anything more about it?S2: Generally, suffixes do not change the meaning of the root, but its part of speech. . lead(v.)→leadership (n.) ill (adj.) → illness (n.)S3: Although each suffix has its own meaning, it can’t be used separately without the root.S4: However, some suffixes add new meanings to the newly formed words. . meaning → meani ngless think → thinkerT: Very good! Now who’d like to share your collected suffixes with us?Ss: The following are some of the most commonly used suffixes.1.Suffixes used as a noun signifier2. Suffixes used as an adjective signifier3. Suffixes used as a verb signifierT: Excellent! Now let’s fill in the chart with your partners. Please open your books and turn to page 4 and practice Activity 1 in Discovering words and expressions. Later we’ll check the answers with the whole class.Step III Homework1. Ask the students to finish Activities 1-3 on page 48 in the workbook.2. Ask the students to prepare for the grammar about the Noun Clauses.。
Unit 1 A land of diversity Ⅰ.重要单词聚焦1．n．差别；区分；卓著2．n. 手段；方法3．n. 大多数；大半4．n. 苦难；困苦5．vt. 选择；决定做某事；选举某人6．n. (人口、贸易的)繁荣vi. 处于经济迅速发展时期distinctionmeansmajorityhardshipelectboom7．n. 地极；电极；磁极8．n. 申请人9．n. 海关；关税；进口税10．vi. 发生；出现11．n. 牛(总称)12．vt. 指出；标示；表明；暗示13．n. 行李(〈美〉baggage) 14．(shaved；shaved，shaven) vt.& vi.刮；剃15．adj. 显而易见的；显然的；表面上的16．vi. 滑动；滑行；滑跤poleapplicantcustomsoccurcattleindicateluggageshaveapparentslipn. 滑动；滑倒17．vt.& n. 租用；雇用18．adv. 无处；到处都无19．n. 处罚；惩罚20．n. 正义；公平21．vt.& vi. 改革；革新n. 改革；改造；改良22．vt.& n. 抓住；抓紧；掌握；领会23．adj. 感激的；感谢的hirenowherepunishmentjusticereformgraspthankfulⅡ.重点短语扫描1．live 继续存在；继续生存2．by of... 用……办法；借助……3．make a 习惯于新的生活方式、工作等4．keep 坚持；维持；沿袭(风俗、传统等) 5．up with 与……合作或一起工作6．mark 画线；标出……界线7．Take 包括；吸收8．a great/good 许多；很多onmeanslifeupteamoutinmany9．apply 申请；请示得到10．in 另外11．one’s dream 实现梦想12．the view 欣赏风景foradditionachieveadmireⅢ.课文原句突破1．Scientists believe that these settlers crossed the Bering Strait in the Arctic to America by means of a land bridge which existed in prehistoric times.[信息提取]by means of用某种办法，借助于某事物。
Unit 1 A land of diversityⅠ. 单元教学目标技能目标Skill Goals▲Talk about the USA▲Talk about (going) places▲Learn the words about the USA▲Learn how to ask questions and make comments▲Learn the usage of the Noun Clauses▲Write an introduction to places▲Stud y the culture and people of the USAⅡ. 目标语言功能句式Talk about (going) placesWhere have you visited recently?When did people first live there?What is the climate like?Why is it so warm / cold / dry / wet there?What’s the population of...?How many nationalities live there?What did you think about the people?What is the most important festival there?How do they celebrate it?What other interesting things did you see?That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful!You’re exciting / wonderful. Good / Creative /Fantastic / Super job! 1．四会词汇Strait distinct Arctic means majority ministry Catholic词汇hardship elect federal rail percentage Italy Denmark boom aircraft Korea Korean Pakistan immigration racial crossing vice nephew pole applicant customs socialist occur cattle indicate luggage shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert2．认读词汇illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz3．词组Live on, the Arctic, by means of, make a life, keep up, back to back, team up with, mark out, take in a great/good many, apply for结构Learn to use the Noun Clauses重点句子1. However, it is likely that Native Americans were living in California... P22. Of the first Spanish to go to..., the majority were... P23. That is why... P24. Some died or returned home, but... P25. Although Chinese immigrants..., it was the building of... P26. It is believed that before long... P37. Built in 1873... was invented by... P88. It’s a... that takes in... P89. He was noticed by... and to find... P5110. He spoke publicly about..., using his fame to help... P51Ⅲ. 教材分析和教材重组1. 教材分析本单元以“地域文化”为主题, 旨在通过单元教学，使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。
California教学设计西安市田家炳中学李亚俊【教材依据】本课是来关于普通高中课程标准实验教科书英语选修8第一单元A land of diversity 的阅读课。
一、设计思路1、指导思想。
本教学设计主要围绕多元文化的美国这一主题展开，介绍加利福尼亚的多元文化特征。
该设计在多媒体辅助下，教学活动层层递进，由简入难，让学生了解美国的历史及其基础常识，丰富学生的知识，拓展他们的视野，培养学生跨文化交际意识和能力以及运用英语思维的能力。
亮点是对学生进行了尊重历史和热爱祖国的情感教育。
2、教学目标。
1）知识目标：让学生通过阅读文章，理解multicultural, distinction, ministry, catholic, rail, elect, immigrate, mixture, racial, keep up, by means of等单词和短语的意思以及用法。
2）能力目标：通过阅读文章，让学生掌握skimming, scanning, detailed reading的阅读技巧，并培养学生用英语去讨论和思维的能力。
3）情感目标：通过对文章的理解，让学生了解美国多元文化特征，培养学生跨文化交流意识，使学生意识到：“美国是民族的熔炉”，从而使学生了解世界人民交融互补、和平共处的民族融合趋势，并引导学生要尊重历史和热爱祖国。
3、教学重点与难点。
1）教学重点：1) improve the students' reading skills, including skimming, scanning andcareful reading.2) let students know more about california and its characteristic.3) cultivate the students' ability of thinking and expressing in english.A.让学生了解关于美国的基础常识。
【课堂新坐标】（教师用书）2013-2014学年高中英语 Unit 1 A land of diversity教案新人教版选修8【美文阅读】纵观美国历史，就可见这个国家经常被称为“熔炉”。
在此，各地移民和各种族团体学会了共同建设一个独特的民族。
甚至那些“本土的”美国人——印第安人，也可能是几千年以前，从亚洲走过大陆桥来到北美洲的。
A look at the history of the United States indicates that this country has often been called “a melting pot”，where various immigrants and ethnic(种族的) groups have learned to work together to build a unique nation.Even those “original” Americans，the Indians，probably walked a land bridge from Asia to North America some thousands of years ago.So，who are the real Americans？The answer is that any and all of them are！And you，no matter where you come from，could also become an American should you want to.Then you would become another addition to America's wonderfully rich “nation of immigrants”．The United States is currently shifting from being a nation of immigrants of mainly European descent to oneof immigrants from other parts of the world，such as Asia and Latin America.The number of recent immigrants has skyrocketed.They desire to escape economic hardship and political oppression in their native countries as well as the desire to seeka better education and a more prosperous(繁荣的) life in America，“the land of opportu nity”．Although there are frequent conflicts between the cultures they have brought with them from the “old country” and those found in America，most immigrants learn to adjust to and love their adopted land.【诱思导学】1．What do people often call the United States?______________________________________________【答案】“A melting pot”2．Why do people immigrate to the United States?______________________________________________【答案】They desire to escape economic hardship and political oppression in their native countries as well as the desire to seek a better education and a more prosperous life in America.3．Are there any conflicts between the cultures they have brought with them from the “old country” and those found in America?______________________________________________【答案】Yes，there are.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。
Unit 1 A land of diversityPart 1 Teaching Design第一局部教学设计Period 1 A sample lesson plan for reading(CALIFORNIA)IntroductionIn this period, after the warming up, studentswill be guided to pre-read by discussing, read forforms, copy and make sentences. Then they shallread the text to transfer information. Next theywill read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writing a history account.ObjectivesTo help students understand the text’s forms and contents and learn about a land of diversityTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusWords illustrate, indicate, swap, slip, hire, insert, reactCollocations by means of, occur to, team up with, mark out, take in, a great manyPatterns 1. Exactly when the first people arrived in what we now know as California, no one really knows.2. However, in 1846 the United States declared war on Mexico and after itlost the war, Mexico had to give California to the United States.3. Although Chinese immigrants began to arrive during the Gold Rush Period,it was the building of the railway from the west to the east coast that broughteven larger numbers to California in the 1860s.4．Now that you have read the text, you know a lot more about the pictures onpages 1-3.AidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by talking about CaliforniaCalifornia is a state located on the west coast ofthe United States. It is by far the most populousstate in the U.S., as well as the most physicallydiverse, with the highest and the lowest points inthe lower 48 states located within 150 miles ofeach other. If California were an independentnation, it would have the fifth largest economyin the world (after the rest of the U.S., Japan, Germany, and Britain; see economy of California). The state's official nickname is "The Golden State" in reference to California's 1849 Gold Rush. [1] California's U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.2. Pre-reading by discussingLook at the pictures on page 1. Discuss them in pairs.The famous Hollywood sign, a symbol of the city's world famous entertainment culture.Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration of high tech businesses.3. Reading for formsRead the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.Then how to learn collocations?•Be aware of collocations, and try to recognize them when you see or hear them.•When you learn a new word, write down other words that collocate with it.•Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.•Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.5. Transferring informationNow you are going to the text again to note down the most important events in the California history.6. Reading the text again to draw a diagram of it and retell the story in your own wordsMost texts have a three-part structure—introduction, body, and conclusion. You can see this structure in texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if possible.Type of writing and summary of CALIFORNIA7. Closing down by writing a history accountTo end this period you are to write a history account of your own city. You are required to use the collocations from the text you have just learned this period.。
Unit 1 A land of diversityThe First Period Warming up一．Aims:1. Teaching aimsHelp the students learn more information about America.Important words: ocean, coast, mountain, range, compare2. Ability aimsEnable the students to know more about Ameri ca and can give some cities’ names 二．ContentsStep IAsk the students to talk about the names in groups, and then write down them on the map.Step IICompare answers with other groupsStep IIIGive the correct names to the students.Step IVTell the students some information about America to improve their interest. And ask some students to say what they know about America.Homework To observe an American mapAdd:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Second Period Reading 一．Aims: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.二．Contents: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 thenames of as many of the following as you can. Compare your names with other groups.Step 2 Pre-reading1.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 eachpicture is about but how each one relates to California.Step 3 Fast reading1.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 readingBeside each cultural group , write the period in which they first came toStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language” on page 4.Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Third Period Language Points 一．Aims:1.Learn expressions and phrases.2.Learn language points.二．Contents: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。
California教学设计西安市田家炳中学李亚俊【教材依据】本课是来关于普通高中课程标准实验教科书英语选修8第一单元A land of diversity 的阅读课。
一、设计思路1、指导思想。
本教学设计主要围绕多元文化的美国这一主题展开，介绍加利福尼亚的多元文化特征。
该设计在多媒体辅助下，教学活动层层递进，由简入难，让学生了解美国的历史及其基础常识，丰富学生的知识，拓展他们的视野，培养学生跨文化交际意识和能力以及运用英语思维的能力。
亮点是对学生进行了尊重历史和热爱祖国的情感教育。
2、教学目标。
1）知识目标：让学生通过阅读文章，理解multicultural,distinction,ministry,catholic,rail,elect,immigrate, mixture,racial,keep up,by means of等单词和短语的意思以及用法。
2）能力目标：通过阅读文章，让学生掌握skimming, scanning, detailed reading的阅读技巧，并培养学生用英语去讨论和思维的能力。
3）情感目标：通过对文章的理解，让学生了解美国多元文化特征，培养学生跨文化交流意识，使学生意识到：“美国是民族的熔炉”，从而使学生了解世界人民交融互补、和平共处的民族融合趋势，并引导学生要尊重历史和热爱祖国。
3、教学重点与难点。
1）教学重点：1) improve the students' reading skills, including skimming, scanning andcareful reading.2) let students know more about california and its characteristic.3) cultivate the students' ability of thinking and expressing in english.A.让学生了解关于美国的基础常识。
Unit 1A land of diversityS t e p1.课前自主学习Ⅰ.词汇扩展1.___________n多样化；__________vt. 不同的；相异的2.___________vt.说明；阐明 __________n. 插图；示例____________adj说明的3.___________adj清晰的；明确的___________n.差别；区分__________adj独特的；特别的4.____________n移民；__________v移入〔外国定居〕__________n 移居入境5._____________adj史前的前缀pre-意为___________ precondition____________6._____________ n 大多数；大半 ___________ n少数；__________大多数学生7_____________prep尽管；不管 ___________〔同义词短语〕8._____________vt选举；选择 ___________ n选举_____________n 选民 ___________adj 选举的，选修的9._____________vt联邦制的；_____________联邦某某国10.____________adj 人种的；种族的 ___________n 种族Ⅱ.短语翻译1.继续存在，继续生存 _______________2.用…办法，借助______________3而且_______________ 4.向…宣战______________5.习惯新的生活方式______________6.在19世纪晚期______________7.坚持，维持___________________ 8.不久之后________________ⅢDiscussion1．What do you know about America? Write at least 2 sentences about it._______________________________________________________________________________ _______________________________________________________________________________ 2．Which don’t belong to Califonia? Tick them out.( )Los Angeles ( )San Fransisco ( )New York ( ) Hollywood( )Silicon Valley ( )San Diego ( )Harvard University ( )Stanford University ( )the Statue of LibertyStep 2 ReadingFast ReadingBesides each cultural group write the period in which they first came to california in large numbers.Spanish _________ Jewish________Japanese________Koreans________Cambodians________ Vietnamese________Pakistanis________ Russians ________Africans ________ Chinese________Italians________ Danish________Careful-reading1. Read the passage fast and choose the best answer to each question.⑴The main idea of the text is _____A.the population of the California is bigger than that of any other state in the US.B.California is the most attracting state of the US.C.California is a state made up of various people from almost all parts of the world.D.people living in California have different nationalities.⑵Native Americans_______A.built a land bridge in order to get to CaliforniaB.may have lived in California for more than 15000 years...C.died pletely because of Europeans’ violence.D.only live in California..⑶Many Californians speak Spanish because______?A.the state was once ruled by SpainB.these people came from Spain.C.they think the Spanish language is beautiful.D.religious men taught them the Spainsh language.⑷What’s the main reason whyChinese immigrants came toCalifornia __________?A.for gold.B.for the building of the railway.C.to open restaurants.D.to live in the Chinatown..(5) It can be inferred that________A.European and Jewish people came to make films in Hollywood, California.B.people from Mexico came to work in the ship and aircraft industries.C.Indians and Pakistanis are good at making puters.D.there will be more racial or cultural groups because more people are arriving in California.(6) It also has the distinction of being the most multicultural state in the US.Which of the following has the same meaning as the underlined word.A.What is the distinction between ducks and geese.B.Death es to all without distinction.C.He won many distinctions for bravery.D.Toby has the distinction of being the tallest boy in the class.2. Say True or False according to the passage.⑴. California is the largest state in USA but has the third largest population.⑵. It’s known that when exactly the first people arrived in what we now know as California.⑶. The native people suffered greatly after the arrival of Europeans in the 16th century.⑷. Over 40% of Californians speak Spanish as a first language.⑸. In the 1800s, Russian fur trappersbegan settling in California.⑹. During Gold Rush Period, many achieved their dream of being rich.⑺. In the late 19th century, Chinese immigrants arrived in California.3.Read the story again and answer the following questions.①Why did Mexico have to give California to the United States?______________________________________________________________________②Who were the first to arrive in California to rush for gold?________________________________________________________________________③What attracted people from different parts of the world to immigrate to California? _________________________________________________________________________Step 3与同桌讨论，理解以下的长难句并尝试翻译成汉语。
教学准备1. 教学目标三、教学目标1．知识技能目标1）能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力；2）能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century？（此问题需提取数个段落的文本信息）Two groups of immigrants had something in common. What are they? (double choices) Why? （此问题需要学生从文字的表面信息加工处理后方可得到答案）3）能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA?How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?Do you think language plays an important part in a culture? 等。
2．情感目标学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。
2. 教学重点/难点How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?Do you think language plays an important part in a culture?3. 教学用具4. 标签教学过程四、教学过程Step1 Lead-in and Brainstorming（5 mins）1. 导入并揭题T: As you can see in the title, in this unit, we are going t talk about the USA, a land of diversity. Now how much do you know about this land? Let’s have a look at a map, and try to recognize some famous places. Now open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes rivers and big cities as many as possible.以竞赛的方式，让学生对美国版图上一些主要地点加以熟悉。
[意图说明] 首先从单元标题入手，引起学生的注意。
以竞赛的形式，迅速与班级同学建立联系，活跃课堂气氛，并用版图来促进学生对美国—— a land of diversity 形成一个具象的认识。
2. 头脑风暴先请学生寻找California在地图上的位置。
然后教师启发学生联想与immigrate有关的词汇，同时进行板书。
[意图说明] 以头脑风暴的形式，快速激活学生头脑中已有的图式；为导入新课做好准备。
并启发学生联想，移民是否都是愉快的、开心的，为阅读文本做好情感上的准备。
Step 2 Reading (30mins)教师以The facts about each group of immigrants和what inspires us两条主线，引导学生逐步对每一组移民事实进行阅读，获取、加工和处理阅读信息。
（下表斜体字部分为问题答案。
）一、Native Americans1. What happened to the Native Americans after the arrival of the Europeans?(Thousands were killed or forced into slavery. Many died from the diseases brought by the Europeans.)2. After all those sufferings, did all Native Americans choose to leave the land?How do you know (from the text)?(“However, some survived these terrible times, and today there are more Native Americans living in CA than in any other state.”)So what do you think of the Native Americans who survived and stayedat CA? (brave, overcame lots of difficulties, were not be discouraged by setbacks)二、The Spanish1.What did the Spanish do to the Native Americans in the 16th century?（They fought against the native people and took their land. Thousands of Native Americans were killed or forced into slavery.）2. Who were the majority of the first Spanish to go to California in 18th century? （The religious men.）3. What was their ministry?（To teach the Catholic religion to the natives.）4. Which of the following countries has the strongest influence in California?A. ChinaB. RussiaC. MexicoD. SpainHow do you know? /What’s your proof (from the text)?_____________________________________________________________________ ______________________(“However, there is still a strong influence in the state. That is why today over 40% of Californians speak Spanish as a first or second language.”) 1. How do you think the Europeans could have succeededin making the Native Americans slaves or even kill them?((By their advanced weapons—guns had long been used in Europe while the Native Americans still lived a primitive live.)2. What lessons can we draw from this?(Keeping advanced in science and techonogy matters much!)3. Why do you think the majority of the first Spanish to go to CAwere religious men?(They wanted to conquer the natives not only by force, but also in mind.)4. ——“However, there is still a strong Spanish influence in the state. That is why today over 40% of Californians speak Spanish as a first of second language. ”So do you think language plays an important part in a culture? (Yes.)Do you support we should learn to speak Fuzhou dialect? Why/why not?(Open-ended answers)三、Gold miners1.What kind of people were attracted to California after 1848?People from all over the world.2.Why did they come here?To become rich.3. Did they realize their dreams?No.4. Did most of them leave CA? (no.) What did they do?“ most remained in CA to make a life for themselves despite great hardship.”1. If you were the gold miner, would you choose to stay there? Why?(Open-ended answers)2. What kind of words would you use to describe those gold miners who chose to stay in CA?(adventurous, persistent, brave, not afraid of difficulties, hard-working…)四、Later arrivals1.Due to what reason did Chinese people go to CA in the 1860s?The building of the rail network from the west to the east coast.2. What did Chinese people serve as?Physical workers/ labor force.3. What did people from Africa serve as between 1942 and 1945?Physical workers/ labor force.4. What attracted the Indians and Pakistanis in the 1970s?(The computer industry.)5. What attracted the Jewish people to go to CA by the 1920s?(The film industry.)6. Two groups of immigrants had something in common. What arethey? (double choices) Why?A. the Chinese and the AfricansB. the Indians and the ChineseC. the Indians and the JewishD. the Pakistanis and the Africans(A & C) 1. With so many people from different backgrounds staying together, are there many conflicts mentioned?(No.)2. What kind of society do you think this may help to build (with so many different people, but not many conflicts)?(multicultural, peaceful, harmonious, open, friendly, have great acceptance …)五、Most recent arrivals and the futureT of F:1. People from all over the world still immigrate to CA manily because they are attracted by the climate and Hollywood.(F. They were attracted by the climate and the lifestyle.)2. People believe that soon the mix of nationalities will be toogreat to tell apart the culture between major racial or cultural groups.( T )“In most recent decades, California has become _________ to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.”What if the author say “California has become a living place to more people from Asia? Do you think there is any difference between them?What does the word “home” mean here?( always give people a sense of belonging, a sense of safety; mayhave some quarrals but will always get settled; shows the friendly environment /community )[意图说明] 以问题的形式贯穿整个阅读过程，启发学生查找、获取信息的能力，层层深入，由浅层次的表层信息，过渡到深层次的思维能力训练；学生在教师引导下，对文化交融、人文素养、民族兴衰等问题进行逐层深入的研讨，最终在教师引领下得出结论，加州是一个多文化的社会，这一社会的构建是经过了长期的、汗水与血水交织的斗争，最终能以一个和谐的大熔炉的模式展现在世人面前，都是经过各种族文化共同努力的结果。
