生听说读写综合能力培养，要求学生在了解相关知识的基础上，阅读并改写部分游记；想象自己在某地度假，给朋友发一封电子邮件或寄一张贺卡介绍该地区的相关情况。

1.7 SUMMING UP 要求学生总结本单元所学的词汇、结构、话题等知识和内容。

1.8 LEARNING TIP从对话时应该注意的问题这一角度，对学生进行学法指导。

2． 教材重组

2.1 Warming Up, Pre-reading, Reading和Comprehending四部分，都是关于美国加利福尼亚州简介的内容，整合为一节精读课。

2.2 Learning about Language中的Discovering useful words and expressions 以及Workbook中的USING WORDS AND EXPRESSIONS 都是关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法, 以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。

2.3 Learning about Language中的Discovering useful structures和Workbook中的USING STRUCTURES，都是有关名词性从句的用法的讲解与练习，整合为一节语法课。

2.4 Using Language中的Reading and writing, Listening and speaking，都是与假日旅游相关的知识，整合为一节综合课（I）。

2.5 Workbook中的LISTENING, LISTERNING TASK AND READING TASK，都是关于新奥尔良以及爵士乐及其创始人等相关内容, 整合为一节泛读课。

2.6 Workbook中的TALKING以及SPEAKING TASK与WRITING TASK四个部分, 都是关于中国城市、省份或地区的简介等方面的内容, 整合为一节综合课（二）。

3. 课型设计与课时分配

1st Period Reading

2nd Period Language study

3rd Period Grammar

4th Period Integrating skills (Ⅰ)

5th Period Extensive reading

6th Period Integrating skills (Ⅱ)

Ⅳ. 分课时教案

The First Period Reading

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

strait, means, slavery, Spain, majority, Catholic, Mexico, immigration, percentage, Denmark, Danish, aircraft, Korea, Korean, Pakistan, Pakistani, mix, mixture, nationality, racial, the Bering, by means of, the Pacific Islands, make a life

b. 重点句子

However, it is likely that Native Americans were living in California... P2

Of the first Spanish to go to..., the majority were... P2

That is why... P2

Some died or returned home, but... P2