Period 1 Let’s listen and speak!
Goals
◆ Talk about the USA.
◆ Practise describing places.
◆ Improve students’ capability of listening and speaking.
Procedures
Leading in: by brainstorm.
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?
What’s on the American national flag?
When did America become an independent country?
What are most famous universities in America?
What’s the nickname of New York?
Excellent! You did well. Now to learn more about America, please turn to page 41 and let’s 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
Task 1: Looking, discussing and finishing.
1. Look at page 41 or the screen. This is a map of the United States of America and two related pictures. Decide whether the following 8 sentences (on page 41-42) are true or false.
2. OK, now you are in groups discussing what you know about USA and what you’d like to know more about it. After the discussion, you’d better make a list of the things discussed.
Task 2: Listening, correcting and speaking.
1. Ask the students to listen to part 1 and correct the errors in Wang Xiao’s 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 part 2 and choose the best answers on page 42.
4. Ask the students to repeat the listening text of necessary.
Task 3: Speaking.
Put the students in pairs to discuss: What does your hometown look like?
Useful expressions
1. What does it look like?
2. How long/wide/high/tall is the…?
3. It’s…meters long/wide/high/tall.
4. There is … in the north.
5. Where does it lie?
6. It lies in the east/west/north/west of…
Closing up by production.
Now, that’s all for the discussion. I’d like you to describe to the class what your hometown looks like. Who will have a try?
Homework
Ask the students to write a short paragraph about his/her hometown or a city in his/her province.
Unit 16 Period 2 Let’s read!
(THE AMERICAN SOUTH)
Goals
◆ Provide students with opportunities to know more about the USA.
◆ Learn and master some key language points.
◆ Improve students’ capability of comprehension.
Procedures
Leading in: by a puzzle.
Good morning, class! Please look at the screen, match the events and the time.
Great! 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 ld Glory; the design and colors have been the basis for a number of other flags, including Chile, Liberia, Malaysia, and Puerto Rico
Task 1: Reading for general ideas.
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.
Useful expressions from THE AMERICAN SOUTH
Find ways to do sth., deal with…, drive… off…, be slow to heal, the scars run deep, be behind… in 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 one’s image, a booming business center
Task 3: Discussing.
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?
Closing up by retelling the text.
Finally I’d like one of you to retell the text in your own words.
Unit 16 Period 3 Let’s study!
(Grammar: Review Nonfinite Verbs 2)
Goals
◆ Help the students to summarize methods of Word Formation.
◆ Help the students to improve their ability to define words in English.
◆ Help the students to review Nonfinite Verbs (2).
Procedures
Leading in (1): listening.
Good morning, class! We learned THE AMERICAN SOUTH yesterday. Now let’s listen to it.
OK. Today we re going to do with word study and review Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.
Leading in (2): by presentation.
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 Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.
Task 1: Picking out the different word.
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.
Ask the students to write the correct forms of the words according to Word Formation on page 45.
Task 3: Filling in the blanks.
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 Nonfinite Verbs (2).
1. Help the students to review the functions of Nonfinite Verbs.
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 Nonfinite verbs.
Homework: Read the following passage.
USA: A Brief Description
It’s thought that the Americas were first inhabited by Stone Age peoples that migrated from Siberia.
Over the many centuries that followed, the land was covered and territorialized from coast to coast by a wide variety of Indian tribes.
And then, the Whit Man came. First the Norseman from Greenland, and then a large group of European explorers.
Conflicts and wars over lands claimed by Indians and other established nations were followed by the Independence War, as America, and its upstart colonies, broke from England and declared their independence.
Today the United States of America, remains on the plant only true super power, both in economy and military.
As the world’s largest economy, it’s a significant leading in the fields of agriculture, education, energy, health care, high-tech, service industries, space exploration, and manufacturing of all descriptions.
The country includes 50 states; 48 continental states, plus Alaska and Hawaii, the newest states.
Dozens of major cities cover the land from coast-to –coast, and Washington D.C., the capital, reflects the incredible history of America, and stands as a symbol of its freedom, liberty, and justice for all.
Unit 16 Period 4 Let’s read and write!
(THE BISON ON THE PLAINS OF AMERICA)
Goals
◆Provide the students with opportunities to develop their extensive reading skills and learn about the bison.
◆Let the students practise in writing a comparison essay.
Procedures
Leading in: by listening.
Morning, class! We have learned something about the USA, especially about Atlanta. Today we’ll 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.
Task 1: Reading and correcting.
Ask the students to read the text quickly and then decide whether the sentences are true or false on page 47.
Task 2: Copying down expressions.
Ask the students to read the text again and copy down the useful expressions.
Useful expressions from THE BISON ON THE PLAINS OF AMERICA
Useful expressions from THE BISON ON THE PLAINS OF AMERICA
cross a land bridge, live by…, a type of…, in huge numbers, grow to a shoulder height of 1.5meters, weigh 1,100 kilograms, kill… for meat, provide warm clothing, make… from…, from 2004 onward, move westward, make agreements with…, break agreements, build railways cross the plains, cut off the skins, as a result, die out, in turn
Task 3: Discussing and finishing.
Now you are in groups to discuss the question of What’s the ecosystem on the plains of America?
After the discussion, finishing the diagram on page 48.
Task 4: Writing an E-mail about the comparison between China and the USA.
1. Ask the students to go through the information on page 48.
2. Ask the students to finish their writing.
Closing up by presentation.
Have you finished your writing? Now in groups you are asked to present your work by reading it aloud, and then decide on the best and recommend it to me after school. The top two pieces will get rewards.
Sample Writing
Dear Jenny,
Thank you for your e-mail. I’m glad to hear that you are interested in China and I will be happy to try to tell you something about my country.
China and the USA are both large countries. Some things about the two countries are similar, while other things are different.
The two countries are about the same size, but China is a little larger with an area of 9.6 million km2. However, the population of China is many times larger. It has a population of nearly 1.3 billion but the USA has only about 283 million. This means that there is much more space in the USA for its population.
Two of the most important cities in the USA are on the East Coast. They are New York, the largest city in the USA, and Washington DC, the capital. Los Angeles is the largest and most famous city in the West Coast. In China there are many cities with large populations. Among the best known are Beijing, the capital, Tianjin, Chongqing and Shanghai, the largest city in China.
I hope this will help you. If you want to know more about China, or about me, please send another e-mail. I would be happy to hear from you and I would like to know more about the USA.
Yours,
Zhang Minghui
Unit 16 The United States of America
Period 4 Language Points
1. entry n. (1)進(jìn)入, 入場(chǎng); (演員)出場(chǎng) (2)入口; 門口 (3)通道, 路口; 河口 (4)登記; 申報(bào); 記錄; 項(xiàng)目, 帳目; 詞條輸入, 引入, 引入線 (5)參加競(jìng)賽的人[物] (6)(海關(guān))報(bào)關(guān)手續(xù), 報(bào)單 (7)【律】對(duì)土地的侵占; 對(duì)家宅的侵入
make a triumphant entry into the town 凱旋入城
book keeping by double [single] entry復(fù)[單]式簿記 word entry(詞典中的)詞條
fifty entries for Marathon race 50名馬拉松賽跑參加者
Their entry into the war changed the whole situation他們的參戰(zhàn)改變了整個(gè)局勢(shì)。
習(xí)慣用語(yǔ)
force one's entry into闖入 make an entry in 記入, 登記, 入場(chǎng)
make one's entry 出場(chǎng) entry of satisfaction【律】?jī)斍宓怯?/p>
2. mental adj (1)心理的；智力的(2)在心內(nèi)做的；智力所為的
(3)精神病的 mental illness 精神病 mental patient 精神病患者
(4)瘋的；精神不正常的
Don't listen to him; he's mental. "別聽(tīng)他的,他是個(gè)瘋子。"
3. physical adj (1)（與思想、精神相對(duì)的）物質(zhì)的
(2)自然的；按自然法則的 physical laws 自然法則
(3)身體的；肉體的 physical training 體育鍛煉
Physical fitness is having a strong healthy body.
身體健康就是有一個(gè)強(qiáng)壯健康的身體。
(4)物理學(xué)的；物理的 physical change 物理變化
4. troubled adj. 困惑的; 騷亂的, 不安的
troubled times 亂世 troubled waters波濤洶涌的海; 混亂狀態(tài)
fish in troubled waters [喻]渾水摸魚(yú), 趁火打劫
5. depression n. (1) 低氣壓區(qū)；低氣壓
A depression usually brings bad weather. 低氣壓通常帶來(lái)壞天氣。
(2)沮喪；愁苦；抑郁；失望情緒
A holiday will help his depression. 度假會(huì)幫助他改善抑郁情緒。
(3)蕭條，不景氣；經(jīng)濟(jì)蕭條時(shí)期 economic depression 經(jīng)濟(jì)蕭條
Many men lost their jobs during the business depression.
在商業(yè)蕭條時(shí)期很多人都失業(yè)了。
6. unrest n. 不穩(wěn); 不安的狀態(tài); 騷亂, 動(dòng)亂
campus unrest 大學(xué)學(xué)潮, 學(xué)生運(yùn)動(dòng); financial unrest 金融動(dòng)蕩
monetary unrest 貨幣動(dòng)蕩
7. recover re-重 + cover蓋vt, vi恢復(fù),復(fù)原；收回；取回;
I recovered the money I had lost. 我找回了丟失的錢。
She soon recovered herself and stopped crying. 她很快就恢復(fù)了常態(tài)，不哭了。
She recovered from a cold. 她感冒好了。
I hope you will soon recover. 希望你早日康復(fù)。
8. unemployment n. 失業(yè); 失業(yè)狀態(tài)
A lot of workers were thrown into unemployment during the Great Depression.
經(jīng)濟(jì)大蕭條時(shí)期很多工人被迫失業(yè)。
unemployment benefit [compensation]失業(yè)救濟(jì)；
unemployment insurance失業(yè)保險(xiǎn)；unemployment pay失業(yè)補(bǔ)貼
9. sacrifice n (1)供奉，祭祀； 祭品
A lamb was offered in sacrifice. 一只小羊用作祭祀。
(2)犧牲，獻(xiàn)身 His parents made sacrifices to pay for his education. 他的父母為供他上學(xué)而作出了犧牲。
(3)犧牲品He gave his life as a sacrifice for his country. 他為國(guó)犧牲了。
sacrifice vt, vi -ficed, -ficing (1)（常與to連用）供奉，祭祀；獻(xiàn)祭
He sacrificed a sheep in the temple. 他在寺廟里供奉上一只羊。
(2)（常與to連用）犧牲；獻(xiàn)身 A mother will sacrifice her life for her children.母親會(huì)為自己的孩子操勞一生的。 She has sacrificed herself to her husband's interests. 為了丈夫的利益，她犧牲了自己。
10. vain adj (1)無(wú)用的；無(wú)結(jié)果的；徒勞的
a vain attempt 無(wú)用的嘗試 vain promises 空頭許諾
(2)自負(fù)的；愛(ài)虛榮的
She's very vain about her good looks. 她為她那好的容貌而自負(fù)。
in vain 徒然，枉然
The police tried in vain to break up the protest crowds.
警察企圖驅(qū)散抗議的人群,但沒(méi)有成功。
All our work was in vain. 我們所有的工作都白費(fèi)了。
11. overcome vt.(-came ; -come)
(1)打敗, 征服; 克服(困難)
overcome difficulties 戰(zhàn)勝困難 overcome one's shortcomings克服缺點(diǎn)
(2)[常用被動(dòng)語(yǔ)態(tài)]壓倒, 制服, ...不堪(with, by)
be overcome with liquor 喝醉; We were overcome with joy.我們喜出望外。
We were overcome by heat. 我們熱得受不了。
12. despite prep 相當(dāng)于in spite of , “不管；不顧；即使”
Despite the bad weather we enjoyed our holiday.
盡管天氣不好，我們的假期仍過(guò)得很愉快。
Despite wanting to see him again, she refused to reply to his letters.
她盡管很想再見(jiàn)到他，但卻不愿給他回信。
13. eventually adv最后
He worked so hard that eventually he made himself ill.
他工作太賣力，最后自己病倒了。
"When it was eventually brought to shore, it was found to be over thirteen feet long." "最后把它弄上岸時(shí),發(fā)現(xiàn)這條魚(yú)身長(zhǎng)超過(guò)13英尺。"
These deserted orphans lived happily ever after.
此后,這些被遺棄的孤兒一直過(guò)得很幸福。
14. take a chance 冒一冒險(xiǎn), 碰碰運(yùn)氣, 利用一下機(jī)會(huì)
注：opportunity,chance,的一般含義是“時(shí)機(jī)”或“機(jī)會(huì)”。
(1)opportunity表示某時(shí)機(jī)符合自己想干某事的意愿、目的、雄心甚至野心。比方：“伺機(jī)而動(dòng)”，這“而動(dòng)”即去做自己想去完成的事情，此語(yǔ)可譯為wait for an opportunity to take action；“借此機(jī)會(huì)說(shuō)幾句話”，這“說(shuō)幾句話”即說(shuō)明該時(shí)機(jī)符合自己想干某事的意愿， 此語(yǔ)可譯為to avail oneself of the opportunity to say a few words.
Perhaps there is an element of truth in both these pictures,but few of us have had the opportunity to find out. 或許這兩種想象中都有一定的真實(shí)成分，但是我們中很少有人有機(jī)會(huì)去發(fā)現(xiàn)它。
A man without an education,many of us believe,is an unfortunate victim of adverse circumstances deprived of one of the greatest twenty-century opportunities. 我們?cè)S多人都相信，沒(méi)有受過(guò)教育的人是境況不佳的不幸犧牲品，他們被剝奪了20世紀(jì)最了不起的機(jī)會(huì)之一。
(2) chance表示幸運(yùn)或偶然的時(shí)機(jī)
Perhaps it is the desire for solitude or the chance of making an unexpected discovery that lures men down to the depths of the earth. 可能正是尋覓幽靜的去處，或者找個(gè)獵奇的機(jī)會(huì)的欲望引誘著人們進(jìn)入地球的深處。
No one discovers a rarity by chance. 僥幸發(fā)現(xiàn)一件珍品的人是沒(méi)有的。
15. host n 主人;主辦（地、機(jī)構(gòu)）; hostess 女主持人，女主人
Mr Brown was our host at the party. 布朗先生是我們晚會(huì)的主人。
Miss Wang Xiaoya will be the hostess of today’s program.
王小丫將擔(dān)任今天節(jié)目的女主持人。
"The host team and the guest team won each of the games, so they were even with each other." "客隊(duì)和主隊(duì)各贏一場(chǎng),現(xiàn)在他們兩隊(duì)打平了。"
host vt 作東，作為主人招待；主辦
The academic conference was hosted by our universtiy.
我們學(xué)校充當(dāng)這次學(xué)術(shù)會(huì)議的東道主。
Atlanta and Los Angeles have hosted the Olympic Games. 亞特蘭大和洛杉磯都主辦過(guò)奧林匹克運(yùn)動(dòng)會(huì)。