人教版高二下学期Unit 16 The United States of America课堂教学设计.doc

Unit 16 The United States of AmericaPeriod 1 Warming up, listening and speakingGoalsTalk about the USA.Practice describing places.Improve students abilities of listening and speaking.ProceduresLeading in (1): by brainstorm. ( class work, approx. 5 mins)Morning, class! As is known, America is one of the most developed and important countries in the world. How much do you know about America?Who is the president of America now?Who was the first president of America?How many states are there in America?Whats on the American national flag?When did America become an independent country?What are most famous universities in America?Whats the nickname of New York?Excellent! You did well. Now to learn more about America, please turn to page 41 and lets learn Unit 16 The United States of America.Location of USA North America, bordering both the North Atlantic Ocean and the North Pacific Ocean, between Canada and Mexico Leading in (2): by watching slides. ( class work work, approx. 5 mins)Hello, everybody. Today we are going to learn a new unit. First, watch some slides and listen to me telling you about America.Picture 1: the map of AmericaPicture 2: the view of White HousePicture 3: the view of the Statue of LibertyPicture 4: the scene of the gold rush.To learn more about the United States of America, please turn to page 41.USA :BackgroundBritains American colonies broke with the mother country in 1776 and were recognized as the new nation of the United States of America following the Treaty of Paris in 1783. During the 19th and 20th centuries, 37 new states were added to the original 13 as the nation expanded across the North American continent and acquired a number of overseas possessions. The two most traumatic experiences in the nations history were the Civil War (1861-65) and the Great Depression of the 1930s. Buoyed by victories in World Wars I and II and the end of the Cold War in 1991, the US remains the worlds most powerful nation state. The economy is marked by steady growth, low unemployment and inflation, and rapid advances in technology. Task 1: Looking, discussing and finishing. ( class/ pair/ individual work, approx. 10 mins)1. Look at page 41 or the screen. This is a map of the United States of America and two related pictures. Decide the following 8 sentences (on Page 41-42) are true or false. Sept. 11 20012. OK, now you are in groups discussing what you know about the USA and what youd like to know more about it. After the discussion, youd better make a list of the things discussed.Administrative divisions of USA50 states and 1 district*; Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia*, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming Task 2: Listening, correcting and speaking. ( class / individual work, approx. 10 mins)1. Ask the students to listen to part 1 and correct the errors in Wang Xiaos notes on page 42.2. Ask the students to listen to part 1 again and answer the questions on page 42.3. Ask the students to listen to part 2 and choose the best answers on page 42.4. Ask the students to repeat the listening texts if necessary.Task 3: Speaking up. ( pair/ individual work, approx. 10 mins)Put the students in pairs to discuss: What does your hometown look like?Useful expressions to be usedWhat does it look like?It looks likeHow long/wide/high /tall is the?Itsmeters/ long/ wide/ high/ tall.There isin the north.Where does it lie?It lies in the east/ west/ north/ west ofClosing up by production. ( individual work, approx. 5 mins)Now, thats all for the discussion. Id like you to describe to the class what your hometown looks like. Who will have a try?HomeworkAsk the students to write a short paragraph about his/her hometown or a city in his/her province.Period 2 Reading(THE AMERICAN SOUTH)GoalsProvide students with opportunities to know more about the USA.Learn and master some key language points.Improve students ability of reading comprehension.ProceduresLeading in (1): by a puzzle. ( class work, approx. 5 mins)Good morning, class! Please look at the screen/ blackboard, match the events and the time.Atlanta Olympic Games in 1968The death of Martin Luther King,Jr in 1964The American Civil War in the 1930sThe Great Depression in the 1960sThe Civil Rights movements in 1996Great! To know more about the USA, please turn to page 43. We shall learn THE AMERICAN SOUTH.USA: Flag description 13 equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states, the 13 stripes represent the 13 original colonies; known as Old Glory; the design and colors have been the basis for a number of other flags, including Chile, Liberia, Malaysia, and Puerto Rico Leading in (2): by watching slides. ( class work, approx. 5 mins)Picture 1: the American Civil WarPicture 2: the speech of Martin Luther King, JrPicture 3: the city of Atlanta today Picture 4: the 1996 Atlanta Olympic GamesAt the same time, the following question may be given to students: (For Picture 1)When did the American Civil War break out? Why?Whats the result of the war?(For Picture 2)Who is the speaker?Whats his famous speech?How did he die? Why?(For Picture 3)What do you know about Atlanta?(For Picture 4)Where and when did the 26th Olympic Games?How many gold medals did Chinese players win at this Olympics?Well done! To know more about the USA, please turn to page 43. We shall learn THE AMERICAN SOUTH.Task 1: Reading for general ideas. ( individual work, approx. 10 mins)1. Ask the students to read the text quickly, then find the main idea to each paragraph.2. Ask the students to read the text carefully, then finish POST-READING on page 44.Task 2: Reading and copying. ( individual/ pair work, approx. 10 mins)Useful expressions from THE AMERICAN SOUTHfind ways to do sth., deal with, driveoff, be slow to heal, the scars run deep, be behindin areas like education and economy, burn down, recover from, take away, aim at, a series of, in honor of, in vain, be proud of, be determined to do sth., make a new beginning, be known for,share with, be proud to do sth., display ones image, a booming business center Task 3: Discussing. ( group work, approx. 15 mins)Ask the students to discuss the following questions:Why did the people of Atlanta rebuild the city almost from nothing?Why does the text tell us about Martin Luther King, Jr.?What can we learn from the development of Atlanta?第26届亚特兰大奥运会孙福明夺得首金Closing up by retelling the text. ( individual work, approx. 5 mins)Finally Id like one of you to retell the text in your own words.Period 3 Language study(Grammar: Review Nonfinite Verbs 2)GoalsHelp the students to summarize methods of Word Formation.Help the students to improve their ability of defining words in English.Help the students to review Non-finite Verbs (2) ProceduresLeading in (1): by listening. ( class work, approx . 5 mins)Good morning, class! We learned THE AMERICAN SOUTH yesterday. Now lets listening to it.OK. Today we are going to do with word study and review Non-finite Verbs (2). Please turn to page 45, and lets begin with word study. 年诺贝尔物理奖获得者、美籍华人科学家崔琦 Leading in (2): by presentation. ( class work, approx. 5 mins)Hello, everyone! Yesterday we learned the text THE AMERICAN SOUTH. I want one of you to retell the text in your own words. Who would like to try?Well done! Now today we are going to do with word study and review Non-finite Verbs (2). Please turn to page 45, and lets begin with word study.Task 1: Picking out the different word. ( individual work, approx. 5 mins)Ask the students to pick out one word from each group that is different from the others and explain why it is different on page 45.Task 2: Speaking and finishing. ( individual work, approx. 5 mins)Ask the students to write the correct form of the words according to Word Formation on page 45. Task 3: Filling in the blanks. ( individual work, approx. 5 mins)Ask the students to fill in each blank with the correct adjective given in the box. Then ask the students to translate the sentences into Chinese if necessary.Task 4: Reviewing Non-finite Verbs (2). ( individual/ class work, approx. 20 mins)1. Help the students to review the functions of Non-finite Verbs. (Details seen in Part V Grammar)2. Ask the students to finish the exercises on page 46.3. Ask the students to read The America South again to find any examples of Non-finite Verbs.HomeworkPeriod 4 Integrating skills(THE BISON ON THE PLAINS OF AMERICA)GoalsProvide the students with opportunities to develop their extensive reading skills and learn about the bison.Let the students practice in writing a comparison essay.ProceduresLeading in (1): by listening. ( class work, approx. 5 mins)Morning, class! We have learned something about the USA, especially about Atlanta. Today well learn something about a large animal on the plains of America. Now please turn to page 46 and read the text THE BISON ON THE PLAINS OF AMERICA while listening to the recording.Leading in (2): by watching slides. ( class work, approx. 5 mins)Hello, everyone. Today we are going to learn about a large animal on the plains of America. Now please look at the screen.Picture 1: some bison eating grass on the plain.Picture 2: some bison killedPicture 3: other wild life on the plainOK. To know more about this animal, please turn to page 46 and lets learn THE BISON ON THE PLAINS OF AMERICA.Task 1: Reading and correcting. ( class work, approx. 10 mins)Ask the students to read the text quickly and then decide whether the sentences are true or false on page 47.Task2: Copying down expressions. (individual work, approx. 5 mins)Ask the students to read the text again and copy down the useful expressions.Useful expressions from THE BISON ON THE PLAINS OF AMERICACross a land bridge, live by, a type of, in hugue numbers, grow to a shoulder-height of