高三英语课件：Module 5 The First Americans(外研选修9)

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外研版选修九Module5《The First Americans》ppt课件2

4. were almost destroyed by hunger.the Cherokees
5. lived on the plains the Sioux
6. were not famous for being peaceful.
the Navajos
7. .had to move west because they lost their hunting grounds. the Sioux 8. were nomadic and lived in the south –west. the Apaches 9. were famous warriors. the Apaches 10. fought with other Native American tribes. the Apaches 11. stole horses from the Spanish. the Apaches
The biggest Native American ethnic groups. A simple introduction to the Iroquois.
Para 4
Para 5
the Cherokees
the Navajos
the Sioux
Para 6--- 7
A simple introduction to the Cherokees and how they suffered because of the order of the removal from their land by US President Andrew Jackson. Para 8----9 A simple introduction to the Navajos and how they suffered under the unfair treatment of the unfair treatment of the US government. Para 10-11

英语：Module 5《The First Americans》课件(外研社选修9)

1. Why were the first Americans referred to as “Indians”?
2. The arrival of Europeans led to war and disaster to the first Americans.
3. Native American ethnic groups or tribes.
Part One (para._O_n__e)
Part Two (para.T_w__o_ to
_T_h_r_e_e_)
Part Three (para.F_o_u_r_ to
_T_h_ir_t_e_e_n)
Part Four (para._F_o_u_r_t_e_e_n
tFoif_t_e_e_n___)
9. A person living in a place inhabitant
10. Move back to a placere Nhomakorabeareat
11. Connected with the
6. Well suited to producing
food
fertile
army military 12. Very cruel brutal
1.Native Americans were once called “Indians” because ______
A.Columbus once reached India B.Columbus mistook America for India C.they look like Indians D.they come from India
4. Do you think Columbus is a very important person in American history? Why or why not?

高中英语 module5 The First Americans Language Study教案

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.。

外研版高中英语选修6-11课本目录(义务教育教科书)

高二英语选修6电子课本目录MODULE 1 Small TalkINTRODUCTIONVOCABULARY AND READINGFUNCTIONREADING AND LISTENINGGRAMMARREADING AND WRITINGREADING AND VOCABULARYEVERYDAY ENGLISHREADING PRACTICECULTURAL CORNERTASKModul e FileMODULE 2 Fantasy LiteratureINTRODUCTIONREADING AND VOCABULARYGRAMMARSPEAKINGLISTENING AND VOCABULARYGRAMMARFUNCTIONSPEAKINGVOCABULARY AND READINGEVERYDAY ENGLISHWRITINGREADING PRACTIONCULTURAL CORNERTASKMODULE 3 Interpersonal Relationships——Friendship INTRODUCTIONREADING AND VOCABULARYGRAMMAR(1)SPEAKINGLISTENING AND VOCABULARYGRAMMAR(2)FUNCTION AND SPEAKINGVOCABULARY AND READINGEVERYDAY ENGLISHWRITINGREADING PRACTIONCULTURAL CORNERTASKModul e FileMODULE 4 MusicINTRODUCTIONREADING AND VOCABULARYGRAMMARVOCABULARY AND LISTENINGVOCABULARY AND READINGFUNCTIONSPEAKINGWRITINGEVERYDAY ENGLISHREADING PARCTICECULTURAL CORNERTASKMODULE 5 Cl oningINTRODUCTIONREADING AND VOCABULARYFUNCTIONSPEAKINGLISTENING AND VOCABULARYGRAMMAREVERYDAY ENGLISHVOCABULARY AND READINGWRITINGREADING PARCTICECULTURAL CORNERTASKModul e FileMODULE 6 War and PeaceINTODUCTIONVOCABULARY AND READINGGRAMMARLISTENI NGFUNCTIONREADING AND WRITINGSPEAKINGREADING AND VOCABULARYEVERYDAY ENGLISHREADING PRACTICECULTURAL CORNERTASKModul e FileMODULE 7 RevisionGRAMMAR AND FUNCTIONVOCABULARYSPEAKINGREADINGLISTENING AND WRITINGWRITINGMODULE 1 Small TalkMODULE 2 Fantasy LiteratureMODULE 3 Interpersonal Relationships——Friendship MODULE 4 MusicMODULE 5 Cl oningMODULE 6 War and PeaceAppendicesNotes to the TaxtsGrammarWords and ExpressionsNames and PlacesVocabulary高二英语选修7电子课本目录Modul e1 BasketballINTRODUCTIONREADING AND VOCABULARYSPEAKINGGRAMMAR 1LISTENING AND VOCABULARYFUNCTIONREADING AND WRITINGGRAMMAR 2READING PRACTICECULTURAL CORNERTASKMODULE FILEModul e2 Highlights of My Senior Year INTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKINGREADING AND VOCABULARY 2LISTENING AND VOCABULARYGRAMMAR 2FUNCTIONREADING AND VOCABULARY 3SPEAKINGEVERYDAY ENGLISHWRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e3 LiteratureINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKING 1VOCABULARY AND LISTENINGGRAMMAR 2 AND FUNCTIONSPEAKING 2EVERYDAY ENGLISHREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e4 Music Born in America INTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENINGGRAMMAR 2FUNCTIONEVERYDAY ENGLISHREADING AND WRITINGSPEAKINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e5 Ethnic CultureINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKINGLISTENING AND VOCABULARYGRAMMAR 2EVERYDAY ENGLISHSPEAKING AND FUNCTIONREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e6 The Worl d"s Cultural Heritage INTRODUCTIONVOCABULARY AND READINGGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2 AND FUNCTIONREADING AND WRITINGSPEAKINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e7 RevisionGRAMMAR AND FUNCTIONSVOCABULARYVOCABULARY AND READINGLISTENINGSPEAKINGWRITINGWORKBOOKModul e1 BasketballModul e2 Highlights of My Senior YearModul e3 LiteratureModul e4 Music Born in AmericaModul e5 Ethnic CultureModul e6 The Worl d"s Cultural Heritage Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高二英语选修8电子课本目录Modul e1 Deep SouthINTRODUCTIONREADING AND VOCABULARY 1SPEAKING AND WRITINGGRAMMAR 1READING AND VOCABULARY 2LISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMAR 2WRITING AND SPEAKINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 The RenaissanceINTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGGRAMMARREADING AND WRITING 2VOCABULARYREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Foreign FoodINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1VOCABULARY AND LISTENINGSPEAKINGEVERYDAY ENGLISHREADING 2GRAMMAR 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e4 Which English?INTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1LISTENINGEVERYDAY ENGLISHGRAMMAR 2SPEAKINGREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 The Conquest of the Universe INTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMARSPEAKINGREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The Tang PoemsINTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMARREADING AND WRITING 2READING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionGRAMMARVOCABULARYLISTENINGREADINGSPEAKING AND WRITING WORKBOOKModul e1 Deep SouthModul e2 The RenaissanceModul e3 Foreign FoodModul e4 Which English?Modul e5 The Conquest of the UniverseModul e6 The Tang Poems Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修9电子课本目录Modul e1 Bernard Shaw"s PygmalionINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGSPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e2 DNA - the Secret of LifeINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e3 The Qin Tomb and the Terracotta Warriors INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGSPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e4 Languages of the Worl d INTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND VOCABULARYREADING AND SPEAKINGLANGUAGE IN USE 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e5 The First AmericansINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e6 Why Do We Need Dictionaries?INTRODUCTIONREADING AND VOCABULARY 1SPEAKINGLANGUAGE IN USE 1LISTENING AND VOCABULARY 1LANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGSPEAKINGLANGUAGE IN USE 2READINGWRITINGWORKBOOKModul e1 Bernard Shaw"s PygmalionModul e2 DNA - the Secret of LifeModul e3 The Qin Tomb and the Terracotta WarriorsModul e4 Languages of the Worl dModul e5 The First AmericansModul e6 Why Do We Need Dictionaries? Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修10电子课本目录Modul e1 Prid e and PrejudiceINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 Australia and New ZealandINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Slavery and the American Civil War INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND SPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e4 The Magic of FilmINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 High-tech LivingINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The Mapl e Leaf Country INTRODUCTIONLANGUAGE IN USE 1READING AND VOCABULARY 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READINGSPEAKINGWRITINGWORKBOOKModul e1 Prid e and PrejudiceModul e2 Australia and New ZealandModul e3 Slavery and the American Civil War Modul e4 The Magic of FilmModul e5 High-tech LivingModul e6 The Mapl e Leaf Country Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修11电子课本目录Modul e1 The Boston Tea PartyINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 The Long Walk to Freed om INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Ernest HemingwayINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2READING PRACTICECULTURAL CORNERTASKModul e FileModul e4 Sherl ock HolmesINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 The Last LaughINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND SPEAKINGLANGUAGE IN USE 2READING AND SPEAKINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The United NationsINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLS外研版高中英语选修6-11课本目录(义务教育教科书)READING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READINGSPEAKINGWRITINGWORKBOOKModul e1 The Boston Tea PartyModul e2 The Long Walk to Freed omModul e3 Ernest HemingwayModul e4 Sherl ock HolmesModul e5 The Last LaughModul e6 The United NationsAppendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底21。

Module 5 The First Americans Period Four Reading Practice 课件(外研版选修9)

课前自主学习
课堂互动探究
解码书面表达
4．await vt.等候；等待；期待 Death awaits all men.人总有一死。
We got up early and found breakfast awaiting us.
我们早早起身，看见早餐已准备好等我们吃。【易混辨析】 await, wait
课前自主学习
课堂互动探究解码书Fra bibliotek表达3 ． pursue vi. 追赶 ( ＋ after) ； vt. 追踪，追捕；跟随；追求；
向„„求爱；(疾病等)纠缠 He has set his heart on pursuing his studies abroad. 他下决心到国外求学。 The police are pursuing an escaped prisoner.
课前自主学习
课堂互动探究
解码书面表达
1．immigrant n．(自国外移入的)移民；从其他地方移入的动物 (植物)；adj.(从外国)移来的；移民的，侨民的 refugee immigrant难民
Canada has many immigrants from Europe.
加拿大有许多欧洲移民。 He admitted that he was an illegal immigrant. 他承认他是非法移民。
primary education 初等教育，小学教育 primary consumer初级消费者；食草生物 I started primary school when I was 5 years old. 我五岁时开始读小学。
A primary cause of Tom's failure is his laziness.

高中英语module5thefirstamericanssection2languagepoints课件外研版选修9

by turns
轮流地；交替地
take turns to do/in/at doing 依次；轮流
Let's take turns at doing it.让我们轮流来做吧。
We did the work by turns.我们轮流干这活。
完成句子 ①他们轮流照顾他的妹妹。 They________________nursing his sister. ②我们船上一共有 12 人，轮流划桨。 There were twelve of us in the boat and we rowed______________.
(3)hostile adj.怀敌意的；不友善的；恶意的 I don't like her manner—she's very hostile. 我不喜欢她的态度——待人如仇敌。 He was full of the hostile attitude to meet us. 他遇见我们时充满了敌意。 be hostile to/towards 对……怀有敌意的；反对……的
To be sure, many people may disagree. 肯定会有许多人不同意。 In a word, we must make careful preparations if we want to do our work well. 总之，如果我们想把工作做好，就要预先做好充分准备。 One must wait until the soil is damp enough, and, more important, warm enough.一定要等到土壤有足够的湿度，更重要的是，有足够的温度。
完成句子 ①他同父亲言归于好了。 He________________his father. ②经过 6 年内战后，这个国家现在处于和平状态。 After six years of civil war, the country is now________________. ③请让我安静地工作。 Please let me do my work____________.

外研版选修9 Module 5 The First Americans Reading and vocabulary (1)(共24张PPT)

1. To join together combine
7. Again and agaicnontinually
2. Take a country by forcienvade 8. To do well prosper
3. To turn into convert 4. Without fear fearless 5. Unfriendly hostile
Discuss in groups: As a senior high school student, what should we do now to better serve our motherland in the future ? and how?
Anyone who invades China will be killed no matter how far the target is !
An Apache warrior could run 80km without stopping and travel faster than...
1.They attacked other Native American tribes and stole their…..
2. They raided Spanish settlements and stole….
2. How was the life of Native Americans before and after the arrival of Europeans ?
Before: they prospered in the rich and fertile lands. After: they suffered war and disaster. 3. Were the Spanish more friendly to Native Americans than the British ?Why or why not?

高三英语Module 5 The First Americans (I) 外研社知识精讲

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。

高中英语 Module 5 The First Ame

角顿市安康阳光实验学校Module 5 The First Americans(满分：120分；时间：100分钟)Ⅰ.阅读理解(共15小题；每小题2分，满分30分)AThe singer, Mick Jagger, of the Rolling Stones sings a song that tells people they can't always get what they want but if we try sometimes we can get what we need.The past years in my life my parents have told me this saying many times.I've always complained about the quote(引语)，although over time I have told myself to learn from it.This year my girlfriend flew off to college in West Palm, Florida.This has been a killer for me because I haven't been able to see her and she is having a rough time in school.The last two months have been hard but we are working through it.I have been trying to get my dad to buy me a plane ticket to go down there.My dad told me if I brought him some money he would help me pay for the ticket.I started to complain to him because I had no way of getting any money to give him.I spent several days and nights thinking of ways to earn money to go see my girlfriend.I finally came to the conclusion that I would get a job and work hard to earn some money to give to my dad.I applied to Safeway and I ended up getting the job.I have been working at Safeway for about a month now and work hard to earn money to go see my girlfriend.The other day my mom had surprised me and told me that she asked her boss if she could use their business miles(旅费) to buy me a ticket down to Florida for two weeks.I was very thankful and told her I would help pay for anything that I have to.The thought of me working hard and getting a job showed my mom that I really cared and was trying my best to be a successful person.I believe that you can't always get what you want but if you try sometimes, you get what you need.【语篇解读】作者的父亲总是引用歌词教育作者，凡事要靠自己的努力，作者就只凭借自己的努力满足和打动父母，如愿以偿地拿到了去看女朋友的机票。

高中英语 Module 5 The First Americans

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。

2019-2020学年外研版高中英语必修三同步课件：Module 5 Great People and Great Inventions of Ancient Chi

用 invent，create，discover 的适当形式填空 ①Edison was the first man to________the lights. 爱迪生是第一个发明电灯的人。 ②Columbus________America but did not explore the new continent. 哥伦布发现了美洲，但没有考察这块新大陆。 ③An artist should________beautiful things. 一个艺术家应该创造美丽的东西。完成句子 ④Charlie Chaplin___________________________________
1. in'2. of'3. from'4. to'5. against 6. of'7. live/lead'8. of'9. sense'10. by
答案
精讲精练
4 个核心单词
1．contribution n．贡献；捐助；投稿(P46) 【经典例句】The invention of paper was a great contribution to human civilization. 纸的发明是对人类文明的一大贡献。
②argued his father into stopping smoking
③argument
3．invent v．发明；编造【教材原句】However，we do know that in 1092 AD he invented...(P46) 但是我们的确知道他在公元 1092 年发明了……
=argue with sb．about／over sth．
就某事与某人争论
argue for

外研版高中英语必修五Module1BritishandAmericanEnglish课件

高中英语课件
（madeofdingshangtuwen）
课课时时分配
板块结合范例
Period 1
Introduction + Reading and Speaking
Period 2 Vocabulary +Grammar + Function
Period 3 Period 4
Vocabulary and Listening + Everyday English
8
Key to the answers
• The second writer is American.
somBeritiosfh tEhneglrisehasons wAemkenroicwanaErneg:lish
Mum
Mom
programme
program
theatre
theater
realised
optimistic?
American
3. Which is the most pessimistic?
English 2. D 3. B
4. Which (if any) do you
4. (open)
think are funny?
5. D
5 Which is good news for
6. Henry Sweet
words and structures passing into British English,…
7. This international dimensionsuggests that
in the future, there are going to be many “Englishes”, not just two main varieties. 19

外研版选修9 Module 5 The First Americans Reading and vocabulary (2)(共27张PPT)

Michigan
Erie
外研版选修 9 M odu le 5 T h e F ir st A me ricans R eadi ng a nd v ocab ulary ( 2 )(共 27张PP T)
Draw a conclusion
The USA lies in t_h_e_N__o_r_th__A_m__e_r_ic_a__, bordering both the A__tl_a_n_t_ic__ Ocean and the P__a_c_if_ic__ Ocean, between C__a_n_a_d_a__ and _M_e_x_i_c_o__. There are _fi_f_ty__ states in the US. 48 of them are in the single region, while A__la_s_k_a__ and H__a_w_a_i_i_ are not contiguous with any of the other states.
外研版选修 9 M odu le 5 T h e F ir st A me ricans R eadi ng a nd v ocab ulary ( 2 )(共 27张PP T)
4.Which stands for the USA?
A.
C.
外研版选修 9 M odu le 5 T h e F ir st A me ricans R eadi ng a nd v ocab ulary ( 2 )(共 27张PP T)
Who is he?
He is Uncle Sam. Uncle Sam, a figure symbolizing the United States.

高中英语 module5 The First Americans Writing教案外研版选修9

The Fifth Period WritingTeaching goals 教学目标1. Target language 目标语言a. 重点短语bring up, first of all, to his / her surprise, be famous for, be known for b. 重点句式It was not until him / her … that …He was lucky to …He / She was the first person to…Ability goals 能力目标Enable students to learn to give a lecture about a famous explorer. Learning ability goals 学能目标Help students learn to give a lecture about a historical person or event. Teaching important and difficult points教学重难点Teach students to know how to give a lecture about a famous explorer. Teaching methods 教学方法Discussing and cooperative learning.Teaching aids 教具准备Some slides and a projector.Teaching procedures & ways 教学过程与方式Step I Homework checkingFirst check the answers to Activity 1on Page 64 and then ask some students to read and share their answers to Activity 2 with others.Suggested answers to Activity 2 on Page 66• California Gold RushThe Gold Rush of 1848, a watershed(分水岭) in American history, helped mold thecountry into its modern shape, transforming the wilderness and pushing the country into the Civil War. The Gold Rush changed the national psyche(精神), pulling the country away from a puritan ethic and toward a new “a dream of instant wealth”, the fruits of “boldness and luck”. In 1849, gold was discovered in California. An important stimulus to western prosperity was the great improvement in transportation facilities• the Civil WarThe war was fought because of slavery and the slaves’ own civil rights. The Civil War ended slavery and slaves were freed and society began to change quickly. After the war, the intelligence contributions of black Americans became obscure. It made US become a whole and a stronger nation.• Transcontinental RailroadThe first Transcontinental Railroad was considered the greatest technological feat of the 19th century. It served as a vital link for trade, commerce and travel that joined the eastern and western halves of late 19th-century United States.• the American WestBriefly, the history of water development contains the whole story of the West, from start to present. Early modern irrigation worked miracles and opened to the plow land previously unavailable for agriculture -- land that now feeds the nation and much of the world. If it were not for these early, massive hydro-projects, not one of the great cities of the West would be even conceivable; millions upon millions of people would and could never have considered settling the western half of the continent. The American West has always exerted a profound influence on American life and thought. Successivewaves of westward expansion were of great importance in populating and developing the land.• slavesIn the early 19th century, slavery began to assume greater importance as a national issue. As late as 1808, when the international slave trade was abolished, many thought that slavery would soon end. But during the next generation, the South became solidly united behind the institution of slavery as new economic factors made slavery far more profitable than it had been before 1790. Chief among these was the rise of a great cotton-growing industry. Sugarcane and tobacco, two labor-intensive crops, also contributed to slavery's extension.• CongressThe period from the end of the Civil War to the early 20th century was an era of great congressional power. With the end of the Civil War, the Nation entered a period of rapid industrialization, population growth, and development of its urban centers. The congressional domestic agenda began to focus more on national issues, especially regulatory matters. The legislature became more involved in the daily lives of its citizens. As a result, Congress became a more attractive domain in which to gain and exercise power, and career patterns of Members began to change from relatively brief congressional careers to careers that emphasized a commitment to congressional service. In December 1865, Congress ratified the 13th Amendment to the U.S. Constitution, which abolished slavery.• the SouthThe southern states with their fertile soil and hot climate were suitable for large cotton plantations operated by slave labor. Manufacturingindustries were practically non-existent. The cotton plantations, where the Negro slaves were worked to death, spread westward. Due to the South's powerful agricultural success, the region became integral to the political history of the United States, with the South supplying many of the United States' early military and political leaders (including nine of its first twelve presidents).• plantationsPlantations were almost exclusively devoted to cultivation of the great Southern staples—tobacco, rice, and, later, indigo…. The plantations had four million plants growing.Step II WritingGet students to learn how to write a passage and give a lecture about a famous explorer.T: We have learned something about Columbus and Zheng He, two household explorers. Do you still remember any other great and famous explorers mentioned in the first period?Ss: John Cabot, Sir Humphrey Gilbert, James Cook, Francis Drake, Martin Frobisher, John Franklin, Henry Hudson, Jacques Cartier, Samual de Champlain, Marco Polo, Hernando Cortes, Vasco da Gama, Gaspar Corte Real , Henny the Navigator and The Vikings.T: OK. In China, there are also some other famous explorers like Xu Xiake. Work in pairs. Choose a famous explorer to research his / her life. Now that the topic of the writing is a famous explorer, the main point is about…S: The expedition.T: Good! Next, discuss what aspects we are going to write about.Aft er a while check students’ work. Then show some key points on the screen.• their name and dates• what they did• where they went• how long the expedition(s) took• when the expedition took place• any moments of danger or other special events• their achievements or discoveriesT: You see, you have to make notes on these details. Now read Activity 2& PRESENTITION SKILLS, they are of great help.Allow students enough time to read and understand the two activities. Walk around and give them a hand if necessary.After students finish their writing, ask some of them to give their lecture to the class.One possible version:I’m going to talk about a great and famous explorer, James Cook. He was born in the north of England on October 27th, 1728 and died on February 14th, 1779. He was brought up in a poor farmer worker’s family. At the age of 18 he joined a ship and quickly became a skilled seaman.James Cook was selected to lead a 1768 expedition to observe the transit of Venus, and to explore new lands in the Pacific Ocean, which is his first voyage of Endeavor. Unfortunately, during this voyage the ship struck a coral bed, which tore a large hole in the side of the ship. But Cook’s quick thinking saved the expedition. This expedition ended in July 1771. He made his second voyage of Resolution and Adventure from 1772 to 1775. The object of Captain Cook's second Pacific Ocean voyage was to confirm the existence of a theorized Great Southern Continent The third great voyage of Resolution and Discovery from 1776 to 1780 is especially significant to the history of the west coastof North America. Captain Cook and his men were primarily searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean.He led the three great voyages of scientific exploration to the Pacific Ocean. He was the first to chart Australia’s east coast and sail around New Zealand. His voyages to the Pacific had a tremendous impact on European society, for whom the area was very little known. To this day, He is known all over the world as one of the greatest maritime explorers whose charts gave an accurate picture of the huge Pacific Ocean for the first time.Step III Speaking and writing ( Page 120)Ask the students to talk something about Americans by looking at some photos and write a shortpassage with the title “What I Know About Americans”.T: In this module, we’ve learnt about the first Americans. Now let’s look at the photos on Page 120. All of the people in the photos are Americans. Then work in pairs and answer the questions in Activity 12.After a while, let students state their opinions.T: Who’d like to tell your ideas?S: Let me have a try. I think the man with the hat of the west looks like “a real American”. Maybe a hat is the essence of the spirit of the West and an icon of everyday American lifestyle.T: Well done. What about the second question?S: In my opinion, they represent Americans who do different jobs.T: So what do you think the people in the photos do?S: I guess the first woman may be a journal and the other may be an actress. The man, in white, looks like a basketball man. The man in the middle may be a golf player and the woman in the middle is likely to be a young ladyserving at a ceremony. The man looks like a cowboy may be an actor. At last it is possible that the man playing the guitar is a singer.T: Well done. Now work in pairs and discuss the questions in Activity 13. Meanwhile, write a composition titled: What I Know About Americans to answer these questions.Sample writing:What I Know About AmericansI haven’t been to America once yet. However, I have many opportunities to have a better understanding of the Americans. I watch American TV programs, films, and I also listen to pop music and I have my own favorite singers. And I also have American friends who help me a lot.Who impresses me most is my oral English teacher named Pat from America in high school, who is old and very fat. Despite of these, she works very hard at teaching and prepares her lessons very well. She is more than our teacher. She is also our friend. It is her professional dedication that makes a deep impression on me.Not only have I met a hard-working American woman myself, but also I get to know another American woman from a TV programme “The Oprah Winfrey Show”. The show has been hosted by Oprah Winfrey on TV for almost 20 years non stop. Her show is one of the most popular television programmes in history. She has won many prizes for her work in television and film. Oprah Winfrey is a very successful TV personality in the US. Her life shows us that hard work and discipline are the road to self-improvement, and success lies somewhere along that road.Moreover, I have also seen some American films. Erin Brockovich is one of the most entertaining movies I have seen! And I am very excited about that! In the film, an unemployed single mother with three little kids and has towork very hard. She becomes a legal assistant and almost single-handedly brings down a California power company accused of polluting a city's water supply. At last she not only earns a living for the whole family but also earns respect and self-value for herself. The lively character of the heroine is similar to the character of the heroine in the Chinese film Breaking the Silence.Of course I enjoy listening to American pop music. My favorite artist is Elvis Presley, who was a world-famous pop star and will always be loved by his fans from different countries. During his lifetime, he made more than 200 records and 30 films. The house where he once lived has been turned into a museum and is visited by thousands of people every year.Such were Americans, friendly, hard-working and great.Step IV HomeworkGuide students to find out a particular Native American tribe and make a presentation for theclass.T: We have learned a lot about Native Americans in this module. After class, work in groups and choose a Native American tribe to study. Discuss these things and make notes: history of the tribe, culture, language and the tribe today. You can make use of the Internet and library to collect information and then write a passage according the information you find. Next period some of you will be asked to make a spoken presentation to the class.One possible version:The Sioux, one of the largest Native American groups, can be found throughout the northern Plains, including North and South Dakotas, northern Nebraska, eastern Wyoming, and southeastern Montana. The arrival of white Americansfollowing the Louisiana Purchase lead to an end to native Sioux life due to the depletion of the buffalo. The Ghost Dance, a ceremony intended to call back the buffalo and send away the whites, gained prevalence as the Sioux attempted to regain their pre-contact lives. There are three native Sioux dialects, Dakota, Nakota and Lakota. Black Hills Gold has become a well-known feature of the area where the Sioux once freely roamed. Although not directly associated with the Sioux, many Sioux artisans have set up shops in South Dakota selling jewelry and other cultural products. Today the Sioux have adapted to reservation and/or urban life. Many are involved in South Dakota's tourism industry. Many are engaged in farming and ranching, including the raising of bison. In 1990 there were more than 100,000 Sioux in the United States and more than 10,000 in Canada.附件I. 课文注释与疑难解析1 （1）Native Americans are believed to have come to North America from north-east Asia, arriving over a land bridge between Siberia and Alaska about 12,000 years ago. 人们认为美洲当地人是在12，000年前通过西伯立亚和阿拉斯加之间的一座陆路桥从亚洲的东北部来到北美洲的。

高二英语课件unit5《thefirstamericans》sectionⅲ

【答案】 ①should have done ②could have attended
and/any/can/come/on/when
and 1．(用于连接单词或句子中并列的部分)和；又；与；而 Sue and I left early.我和苏很早就离开了。 Do it slowly and carefully.慢慢地，认真地做。 2．用于动词前代替 to 表目的 I'll come and see you soon.我很快就会来看你。
完成句子 ①——在我父亲的帮助下，我完成了我的家庭作业。 —With the help of my father, I finished my homework. ——哦，吉姆。你原本应该自己完成的。 —Oh, Jim.You________it yourself. ②——你们听那个报告了吗？ —Did you listen to the report? ——没有。我们本来能够去参加的，但是在去的路上交通太堵了。 —No.We________the meeting, but we had a lot of traffic on our way there.
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Section Ⅲ Integrating Skills & Grammar
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( 教材 P64)Zheng He may_have_been the first foreigner to visit the Americans, probably between 1421 and 1423.郑和可能是在 1421 和 1423 之间访问美洲国家的第一个外国人。
3．然后，接着 She came in and took her coat off. 她进来后脱下了外衣。 4．(引出说话或提问)那么，于是 —We talked for hours. ——我们谈了好几个小时。 —And what did you decide? ——那么你们做出了什么决定？

2018-2019学年高中英语外研版选修九课件：Module 5 The First Americans

With a population of 48,953，Santa Fe is now the second largest city in the state.Because of its sunny weather, rich history and surrounding mountains, it is a good place for holiday makers.Besides hunting and skating in the mountains people enjoy shopping in the Indian and Spanish shops，which brings a large income to the city every year.In summer there is an international opera( 歌剧) season when operas are shown in a partlyroofed, openair theatre daily for people from all over the world.
1．At present Santa Fe belongs to________. A．India C．Spain(西班牙) B．Mexico D．the United States
2．Santa Fe was under the rule of the Mexicans in________. A．1675 C．1816 B．1695 D．1833
3．The people who held Santa Fe for the longest period in history were the________. A．Spanish C．Mexicans B．Indians D．Americans