By Jorge Rice,2014-11-02 13:20
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    Unit 1: A Land of Diversity

    Unit 1 A land of diversity

Period 1 Warming Up & Talking (Workbook)

Teaching Goals:

    1. To enable Ss to talk about things about the USA.

    2. To develop Ss’ ability in listening and speaking.

    Teaching difficult and important points

     Get the students to be interested in the topic of this unit. Teaching Procedures:

    Step 1. Leading-in

    Purpose: To arouse Ss interest in the topic of this unit.

    Ask Ss to look at the following pictures and talk about the questions. 1. If you want to learn something about a country, a state, etc, what do you want to know?

    2. How many states are there in the USA?

    3. How many Great Lakes are there in America?

    4. Which ocean does California border? and other questions if time permits. Step 2. Warming Up

    Purpose: To introduce the topic of this unit to Ss in the form of discussion.

    1. Ask Ss to write the names on the map on P1 according to the requirements as soon as possible.

    Then get Ss to ask each other the questions. If time permits, have one or two groups to present

    their dialogue to the whole class.

    (1) Have you ever been to America? Do you want to go there?

    (2) If so, which city or state do you want to go to first? Why? (3) When you travel around all the city or state, can you describe it in details? 2. Divide Ss into four groups and ask them to talk about the difference between California and

    Washington D. C.. Different Ss may give different answers. Make notes of some valuable information and reach a conclusion.

    What are the advantages and disadvantages of each?

     California Washington D. C.

    Advantages Get along well with many The capital of USA; the center

    Chinese-Americans; many of government; the center of

    places of interest; the center of culture; many government

    finance; California Institute of employees here; many

    Technology and Stanford interesting places; large in area

    University. but has a small population.

    Disadvantages A large number of earthquakes; Problems of human rights and

    Often dry and short of fresh public security; there is crime

    water frequently.

    3. Ask Ss to discuss the following questions and encouragethem to give as much information as possible. After the discussion, the teacher can write down some key words on the blackboard to

    help Ss to have a general impression of USA and California.


    Unit 1: A Land of Diversity

    (1) Have you ever talked with or e-mailed people who have been USA?

    (2) If the governor of California, Arnold Schwarzenegger, comes to China and you have a

    chance to ask three questions, what do you want to ask?


    USA is a developed country and has many kinds of cultures and California is the third largest state. United States of America is composed of a federal district Washington DC and 50 states. All

    the states except for Hawaii islands are situated in mainland America. It has a population of about 2,900 million. Its area is 9,370,000 sq km. The climate of USA is mainly temperate in nature but in Hawaii and Florida, it is tropical. The American President lives and works in the White House.

    The Statue of Liberty is 46 meters high, with a torch in her right hand holding aloft and Declaration of Independence in her left. California is one of the American states of the largest population, with the most developed economy.

    Step 3. Pre-listening

    Purpose: To help Ss to guess the main idea about the listening by the given information. 1. Ask Ss to discuss the picture on P46 with their partners in groups of six. (1) What are the people doing?

    (2) Can you guess what festival it may be?

    (3) What activities can the people hold?

    2. Get Ss to look through the questions and let their partners state their opinions on the listening material. At the same time remind them of the key words: what, where, when, why and preparations. After talking, ask Ss to present their opinions to all classmates.

Step 4. Listening (Workbook)

    Purpose: To learn how to narrate a story .

    To develop Ss’ listening ability.

     To gain some information about American city New Orleans.

    1. Ask Ss to look through the sentences of the first part and listen to the tape carefully. Play the tape twice. For the first time, just ask Ss to listen for the gist. For the second time, ask Ss to prepare for Ex3 on P46.

    2. Ask Ss to listen to the tape again and mark the location of New Orleans on the map and finish Ex4 on P47.

Step4. Talking (Workbook)

    Purpose: To get Ss to talk about a city or province in China.

    1. Pre-speaking:

    (1) Ask Ss to think about the following questions and then present their views to all classmates.

    ? Who are the hero or heroin during the talk?

    ? What is the location of New Orleans?

    ? Why did Mandy Long go to New Orleans?

    (2) Ask Ss to discuss the questions given in Ex1 on P47 and present their opinions in class. The answers are different according to their choices.

    2. While-speaking


    Unit 1: A Land of Diversity

    Purpose: To get Ss to talk with others and improve their skills in speaking. (1) Show some pictures for the students as examples and discuss the question.

     What would you like to see in China?

    (2) Ask students to use the following words and phrases in the discussion.

     I think/ don’t think … I like doing/ to do

     It would be possible to … Where do you like…?

     I prefer What do you think of(

     In my opinion would be a perfect place for me.

    (3) After the discussion, ask some pairs to present their dialogues. Step 6. Homework

    1. Ask Ss to continue talking about a familiar place with your classmates. 2. Ask Ss to go over all the new words and prepare for the Reading part. 课后反思

    Period 2 Pre-reading, Reading & Comprehending Teaching Goals:

    1. To review what Ss have already known about California?

    2. To develop Ss’ some basic reading skills.

    3. To arouse Ss’ interest in learning about the history of people in California.

    4. To help Ss learn the huge diversity of races and cultures in America, especially in


    Teaching difficult and important points

    1. Make the students know the main idea and some important details of the text;

    2. Improve the students reading skills.

    Teaching Procedures:

    Step 1. Pre-reading

    Purpose: To arouse Ss’ interest in learning about American inhabitants.

    1. Show some pictures, and encourage Ss to give as much information as possible. 2. Ask Ss to illustrate something about California. Then let them discuss in groups what each

    picture means.

    Suggested Answers:

    Picture 1: Life of Native Californian Indians

    Picture 2: A Californian gold miner around 1849

    Picture 3: A traditional Chinese building in San Francisco’s Chinatown


    Unit 1: A Land of Diversity

    Picture 4: Native American

    Picture 5: A Spanish monk

    Picture 6: African Americans

    3. Get Ss to talk freely with their partners about what each picture is about and how each one relates to California. After talking, ask the students to present their own opinions in class. Suggested Answers:

    Picture 1: A native American Indian one of the first people to live in California.

    Picture 2: A gold miner the discovery of gold in California created a gold rush which brought

    people from all over the world to California.

    Picture 3: A building in Chinatown, San Francisco many Chinese have settled in California

    and many of them live in Chinatown in San Francisco.

    Picture 5: It shows us a Catholic religious man who came to California to teach the natives. In the

    early 16th century, Spanish fought against the native people, took their land and settled

    in California.

    Picture 6: So many African Americans were having classes in the school. In 1924, the United

    States Congress gave Native Americans the same rights as other citizens for the first

    time. School segregation and discrimination in housing were banned, but African

    Americans still encountered prejudice and hostility.

    Step 2. Reading

    Purpose: To get Ss to know how to skim for the gist.

     To get Ss to know the brief history focusing on the settlement of the state of California.

     To let Ss learn how to organize an expository writing.

    1. Leading-in

    Purpose: To arouse students’ interest in the text and encourage Ss to imagine the content of the


    Ask Ss to look at the pictures and answer the questions.

     (1) How many beautiful scenes do you know in California?

    (2) What information about California have you learned till now?

2. Fast reading

    Purpose: To get a brief understanding of the text.

    Team work:

    (1) Ask Ss to read the first paragraph and the headings in the rest of the text. Then ask them to find out the relative time about the settlement of the people. Tell Ss to pay more attention to the first and the last sentence of each paragraph. Then let them fill in the form according to the text. Immigrants Time

    Native Americans At least fifteen thousand years ago

    thThe Spanish In the 18 century

    Russians In the early 1800s

    Gold Miners In 1848

    Chinese In the 1860s

    thItalians In the late 19 century

    Danish In 1911


    Unit 1: A Land of Diversity

    Jewish In the 1920s

    thJapanese At the beginning of the 20 century

    Cambodians, From about 1970s



    Laotians, Indians and


    (2) Ask Ss to read the text quickly and work in pairs and try to tell which of the following

    statements are true and which are false and why.

    ? California is the largest state in the USA but has the third largest population.

    ? Many Californians speak Spanish because they think the Spanish language is beautiful.

    ? South Americans and people from the United States were the first to arrive in California to

    rush for gold.

    ? During the Gold Rush Period many Chinese immigrant arrived in California only to find


    ? Indians and Pakistanis are good at making computers.

    Suggested Answers:

     ? F ? F ? T ? F ? T

    3. Intensive reading

    (1) Ask Ss to take the quiz below and according to the questions; see whether Ss can grasp the

    details of the text.

    ? What does the text mainly talk about?

     A. The history of California.

     B. The large population of California.

     C. The people of California.

     D. The climate and lifestyle of California.

    ? How did California become a state of America?

     A. Mexico gained independence from Spain.

     B. Mexico lost the America-Mexico war and then gave it to the USA.

     C. Spain lost the Spain-America war.

     D. Spain gave it to the USA as a gift.

    ? Which of the following statements is not true?

     A. A lot of people became rich in the gold rush.

     B. Most people died in the gold rush.

     C. After the gold rush, most people settled in California although did not find gold.

     D. The first to arrive in California for gold were Europeans. ? What’s the main reason that Chinese immigrants came to California?

     A. For gold.

     B. For the building of the railway.

     C. To open restaurants.

     D. To live in the Chinatown.

    ? Why has California attracted so many people?

     A. Gold was discovered here.

     B. It has attractive climate and lifestyle.


    Unit 1: A Land of Diversity

     C. Many people came here to make a fortune.

     D. All of the above.

    Suggested Answers:

    ? A ? B ? C ? B ? D

    (2) Ask Ss to read the text carefully and try to get more details from the text and then finish Ex2 on P3.

    (3) Ask Ss to make a summary according the following tips.

Native Americans the Spanish Russians Gold miners later arrivals

    most recent arrivals the future

    (4) Ask Ss to use their own word to conclude why California in the 21st century is such a multicultural community.

    Suggested Answers:

    The state of California is a multicultural community because European, African and Asian people have been immigrating to the state for the last 200 years. Before their arrival, Native American people had lived there for thousands of years. People from all over the world are still coming to settle in California because of its good climate and the lifestyle it offers. 4. Language point

    Purpose: To train Ss’ listening ability and language capacity.

    (1) Ss are divided into four groups. Each group is supposed to read through each part, and then find the following phrases.

the third largest state a multicultural state

    it is likely that by means of

    in prehistoric times in addition

    die from fight against

    the majority gain independence

    became part of declare war on

    make a life (for sb) a large percentage

    keep up at the beginning of

    become home to the mix of nationalities

    (2) Explain some important sentences for Ss.

    ? This is not surprising when you know the history of California, which, at various times, has

    attracted people from nearly every country in the world.

    ? Exactly when the first people arrived in what we now know as California, no one really


    ? However, it is likely that Native Americans were living in California at least fifteen thousand

    years ago.

    ? It was the building of the railway from the west to the east coast that brought even larger

    numbers to California in the 1860s.

    ? In 1911 immigrants from Denmark established a town of their own, which today still keeps up

    its Danish culture.

    ? It is believed that before long the mix of nationalities will be so great that there will be no

    major racial or cultural groups, but simply a mixture of many races and cultures.


    Unit 1: A Land of Diversity

Step 3. Homework

    1. Ask Ss to recite the new words, useful expressions and important sentences in the text.

    2. Have Ss surf the internet to learn more about California. 3. Ask Ss to finish Ex1 and Ex2 of Learning about language on P4. 4. Ask Ss to try to finish the exercises of Using Words And Expressions on P48.


Period 3 Learning about Language

    Teaching Goals: 1. To enable Ss to master some new words and expressions.

    2. To get Ss to have knowledge of this grammar point: the attributive clause (

    where, when, why, 介词+which, 介词+whom引导的定语从句).

    Teaching Procedures:

    Step 1. Word study

    Purpose: To consolidate the words and phrases in the text. 1. Ask Ss to read the reading text and find words that mean the same. Suggested Answers:

    Alternative expressions Words and expressions from the text

    a great number a great many

    rate, number or amount in each hundred percentage

    show sth, especially by pointing or suggest the indicate

    possibility or probability

    a method or a way of doing means

    mixing or being mixed mixture

    moving of people from one country to come to live immigration

    in another country permanently_

    condition of being a slave slavery

    characteristic of race ; due to or resulting from race racial

    narrow passage of water connecting two seas or two strait

    large areas of water

    membership of a particular nation nationality

    take place; happen occur

    never stop; continue steadily; go on keep up

    make known publicly or officially declare

    2.Ask Ss to finish Ex2 of Discovering useful words and expressions on P4.


    Unit 1: A Land of Diversity

Step 2. Grammar

    Purpose: To get Ss to have knowledge of the grammar.

    1. Ask Ss to find out all the noun clauses in the reading text.

    Line 4: Exactly when the first people arrived in what we now know as California, no one really


    Line 5: However, it is likely that Native Americans were living in California at least fifteen

    thousand years ago.

    Line 6: Scientists believe that these first settlers crossed the Bering Strait from Asia to Alaska by

    means of a land bridge which existed in prehistoric times.

    Line 14: Two centuries later, the Spanish had settled in most parts of South America and along the

    northwest coast of what we now call the United States.

    Line 21: This is why today over 40% of Californians speak Spanish as a first or second language. Line 50: It is believed that before long the mix of nationalities will be so great that there will be no

    major racial or cultural groups, but simply a mixture of many races and cultures. 2. Ask Ss to finish Ex1, Ex2 and Ex3 of Revising useful structures on P5.

    3. Lead Ss to make a summary.

    Noun clauses have four kinds---- subject clause; object clause; predicative clause and appositive clause.

    ; When that is used in subject clause, predictive clause and appositive clause, it cant be

    omitted and cant be used as any member.

    ; In subject clause, sometimes it is used as formal subject. The special interrogative started

    with wh- also can be used in subject clause.

    ; In object clause, that can be omitted.

    ; In appositive clause, that can often be put behind these words. Such as: advice, demand,

    doubt, fact, hope, idea, information, message, news, order, problem, promise, question,

    request, suggestion, truth, wish, and word.

    Step 3. Practice

    1. Ask Ss to finish Ex4 of Revising useful structures.

    2. Ask Ss to tell the noun clauses from the attributive clauses.

    First, let Ss know the definition of the two clauses. A clause is called a noun clause when it is used as the subject, object, predicative or appositive in a sentence. A clause is called an attributive clause when it is used as an attribute modifying a noun or a pronoun..

    Second, ask Ss to judge which one is the noun clause and which one is the attributive clause. (1) It is true that he passed the English test.

    (2) That is why I tell you the news.

    (3) This is the scientist whose name is known all over the country.

    (4) The news that we won the game is exciting.

    (5) A dictionary is a book which gives the meaning of words.

    (6) October 1, 1949 was the day when the Peoples Republic of China was founded.

    (7) Father made a promise that if I passed the exam, he would buy me a bicycle. (8) Nobody knows why he mentioned that at the meeting.

    (9) The situation which we had got into was very dangerous.

    (10) Is this the room where we were living last winter?


    Unit 1: A Land of Diversity

    Suggested Answers:

    (1) the subject clause

    (2) the predicative clause

    (3) the attributive clause

    (4) the appositive clause

    (5) the attributive clause

    (6) the attributive clause

    (7) the appositive clause

    (8) the object clause

    (9) the attributive clause

    (10) the attributive clause

    3. Divide Ss into groups of four. The first person begins with a sentence and each person in the

    group adds extra and different information using the noun clause. Example: S1: The school is where we study.

    S2: The school is where I have lessons.

    S3: The school is where I learn from others.

    S4: The school is where we share joys and sorrows. More versions:

    (1) Who is sent to Africa has not been decided. When the person is sent to Africa has not been decided. Where he is sent has not been decided.

    Why he is sent to Africa has not been decided. (2) I think watching TV too much is bad for peoples health.

    I want to know whether he has passed the chemistry exam. I asked him whose handwriting was the best in the class. The teacher is pleased with what she has said. I am sure that you will make greater progress in English through hard work.

    Step 4. Consolidation

    Purpose: To get Ss to master knowledge of the grammar through exercises.

    1. Ask Ss to complete these sentences using a noun clause. (1) We are surprised (他的英语不及格).

    (2) (谁是第一个登上月球的) is clear to us.

    (3) It is strange ______________________(他昨天没有参加会议).

    (4) Jack is a nice boy, except _________________有时上学迟到(.

    (5) It is a pity ______________________今年夏天我们不能去桂林(.

    (6) The news ____________________他通过了高考(is exciting.

    Suggested Answers:

    (1) that he has failed in the English exam

    (2) Who was the first man to land on the moon (3) that he didnt attend the meeting yesterday

    (4) that he is sometimes late for school

    (5) we cant go to Guilin this summer

    (6) that he has passed the national college entrance examination


    Unit 1: A Land of Diversity

    2. Ask Ss to finish Ex1 of Using Structures on P49.

    Step 5. Homework.

    1. Ask Ss to review the new words and phrases.

    2. Ask Ss to learn the rules of the noun clauses by heart.


Period 4 Using Language

    Teaching Goals:

    1. To improve Ss listening ability.

    2. To learn about California clearly according to Georges travel.

    3. To ensure Ss have really grasped the important words and phrases of the unit. Teaching Procedures:

    Step 1. Listening and speaking

    Purpose: To help Ss improve the listening ability.

    1. Ask Ss to look at the pictures on P6 and find out how the land and climate of California varies. Then ask them to discuss the following questions in pairs.

    (1) What may George be like?

    (2) What will they talk about?

    (3) Where is George now?

    (4) How many things have they known about California?

    Suggested Answers:

    (1) A tourist

    (2) They will talk about Georges tour in California.

    (3) George is in California now.

    (4) Different Ss have different answers.

    2. Before listening, ask Ss to look through Ex1 on P6 to make sure that they know what to listen to. Then play the tape once without stopping. (If the students have any questions, play the tape once again). Then check the answers.

    3. Ask Ss to read the postcard of Ex2 and then play the tape and stop it when Ss show that they have heard the answer. Replay the part and give students enough time to write down the missing details. Check the answers and play the tape through again without stopping. 4. Play the tape, and then ask Ss to discuss with each other and find out the answers to Ex3 on P6.

    5. Explain Ex4 on P7 for Ss and ask them to pay more attention to how to talk about position, space and direction, and also illustrate ways that listeners indicate that they are listening to the speaker. Stop the tape where it is necessary until the students finish the form.


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