M8U1 A land of diversity教案.doc

M8U1 A Land of DiversityReadingI. lead-in Show some pictures in which are famous places of interest in California, including Hollywood, Disneyland, Golden bridge, Chinatown and the native Americans. II. Pre-reading By dealing with multiple choices, let students get to know more about California. For example, where is it? What is it famous for? How large is it? Also by introducing the famous basketball team-LA Lakers, the interest was aroused and the multi-culture phenomena are best illustrated, because there are many international players with various culture background. III. While-reading 1. Scanninga) Go through the text and spot the kinds of people going to California.b) What order is the text arranged?c) Find out the topic sentence in Para. 1. 2. Skimming Write down the period in which they first came to Californian in large numbers. 3. Careful-readingNative Americans (15000 years ago) One of the first people to live in California.a) How did they arrive there?b) What sufferings did the arrival of Europeans bring to them?The Spanish and Russians (16th century) dealing with T or F questions a) Spanish soldiers fought against native people mainly for their land.b) The majority of the first Spanish to go to California were people who believed in God.c) California used to be an independent country.d) The US took California away from Spain.e) Spanish is still widely spoken in California.f) In the early 1800s, there are about 25000 Russian-American living in San Francisco.Gold miners a) What happened I 1848?b) Who went to CA?c) Did they make fortune? d) What did most people do in California?e) What was Californian like by 1850? Later arrivals a) What do these words or phrases mean? b) There were two towns and industries established. What are they? Recent arrivals and futurea) _ has attracted people from India and Pakistan to California?A. Drugs B. gold C. Medicine D. computer industryb) With the mix of nationalities, will there be any?Draw a conclusion that California is the most multicultural state in the USA. It is a melting pot. (show the pictures to students)IV. Post-reading After learning the text, we can know that different kinds of people with different culture background crowed in to California. They mixed, and made changes to each other. In what aspect did they make changes for each other? Food Religion Art, music, Festival, customs, tradition, Language, Economy, trade, Job opportunity, Lifestyle, Environment, Thoughts and ideas, Traffic Clothing V. Discussion Ningbo, as a coastal and open city attracts different kinds of people from different parts of our own country and also foreigners from the USA, European countries and so on. How was Ningbo changed?What advantages and disadvantages are there living in such a melting pot? Advantages l Share different cultures and customsl Improve the development of the cultures and customsl Enjoy delicious food all over the worldl Bring up various lifestyles and architecturesl Communicating with people all over the world without travelingDisadvantages l Conflict between different cultures or religionsl Communication gap between culturesl Racial prejudicel Difficult to be adapted to the regulations and environment therel The descendants may forget their rootsClassroom Teaching Record:Module 8 Unit 1 Reading California by Gu Maolei ( recorded by Qin Shao)T: As for China, we may be proud of our Great Wall, so what about the most powerful country in the world with a short and colorful country?Ss: (together) America!T: So what is famous in America?S1: Money. (laugh)S2: Basketball.S3: Baseball.T: Yes, baseball is the national ball of America. S4: Football.T. Yes, American football is baseball. Any buildings that come into your mind?Ss: The status.T: Yes, the Statue Liberty. So Ill show you some pictures taken from one state of America.(Show some pictures on the screen.Hollywood, natives, Golden Bridge, China Town.)T: These pictures are taken in one state of America, can you guess what the state is?S: California.T: Lets have a quiz to know how much you know about california?(Ss do a quiz on the screen.)T: (The last exercise in the quiz)Which city is the nations second largest city?S5: D. T: D? Sanfranciso? No, not right.Ss: Los Angeles!T: Yes. So where is Los Angeles? (Show a map on the screen) Los Angeles is in the south of California. You must know that in Los Angeles there is a famous basketball team called the.Ss: The Lakers.(Show a picture of the team)T: Who is the center? Gasol! From which country?Ss: Spain.T: And also there is a chinese player called Sun Yue. From this picture we can find that there are some black , some white, some brown people and a Chinese player with yellow skin. So we can see, in LA, maybe in California, there are many people coming from many parts of the world, joining in this city. How does the situation come into being? Now, lets turn to Page 1.Today we are going to know how the situation comes into being. First how many subtitles in the passage?Ss: Seven.T: Yes, what are they?Ss: Native Americans; the Spanish; Russians; Gold Miners; Later Arrivals; Most Recent Arrivals; the Future.T: According to this arrangement, can you guess how the text is arranged? In what kind of order?Ss: In the time order.T: Good. Read the first paragraph and try to find out two key words for this passage? (added: key word, the most important word.)S6: Multicultural and distinguishing.T: I think multicultural and distinguishing both mean that there are different things in California. We can say diversity. Besides diversity, what is the other one?S7: History.T: Yes. So the last sentence tells us the passage is going to tell us the diversity of California by introducing the history of California. There are a lot of people crowding into California, so can you skim for the time when they first came to California in large numbers?(After a while) Check the answers together.T: So we can see there are different kinds of people from all over the world. Before they came to California, was there no one in California?Ss: No.T: So, who was the first settler there?Ss: The native Americans.T: How did they arrive and what sufferings did the arrival of Europeans bring to them? I will play the tape at the same time and try to find answers to the two questions.(Play the tape and Ss read the passage)T: How did they arrive there?S8: They crossed the Bering Strait in the Arctic to America by means of a land bridge which existed in prehistoric times.(Show an anciet map on the screen.)T: So they crossed the Bering Strait by means of a land bridge in prehistoric times, the period before the recorded history. So whats the meaning of “by means of”? It means by using something or with the help of. And what sufferings did the European arrivals bring to them?S9: Thousands were killed or forced into slavery. Many died fromt he diseases brought by the Europeans.T: So there are three bad effects. Thousands were killed and many were forced into slavery, there are many who died from the disease brought by the Europeans. The first Europeans, the Spanish and Russians in the 16th century. Read the true or false questions first and I will play the tape for you.(Play the tape and the students read aloud with the tape.)(After a while)Check the answers.T: After the Spanish and Russians, gold miners were coming. So, what happened in 1848? Who went to CA?(CA means California)Did they make a fortune and what did most people do in California? Now read silently by yourself and try your best to find the answers.(After a while)T: Finished? So, what happened in 1848?S10: Gold was discovered.T: Who went to CA? S10: People from all over the world?First the nearest.United States.T: Yes, American people.S10: The Europeans and Asians.T: Yes, all kinds of people. Did they make a fortune? Did they become rich?Ss: No.T: What did most people do in California if they couldnt become rich?S11: They settled in the new towns or on farms.T: They settled down on farms, that is to say, they remained in California to make a life. So after the golden period, lets come to the later arrivals.What does these words mean ? First, immigrant.S12: People move to California from another place.T:So we can say people coming or going to another country?S12: Go to.T:Go? It means come. Sit down please. People coming in a country from abroad are called immigrants. What about “Chinese Americans?”S13: Chinese Immigrants.T: Maybe something like that. Right, good, sit down please. What about “establish?”S14: Build up.T: Yes, “stablish”means build up , set up or found. So in this period, when the later arrivals came, there are “two towns” and “ three industries” that were established during this period. Try to find out what they are.(Ss read by themselvers and after a while)T: S15, what are the “two towns”?S15: The town established by immigrants from Denmark and Chinatown.T: And “three industries”?S15: Film industry; ship and aircraft industries.T: So, when we read this period, later arrivals, we may conclude that the industries of the United States or California was booming. So whats the meaning of “booming”?Rising. So the economy of California was well-built up during this period. Later, will be the most recent arrivals and the future. And S16, would you please read the two parts for us?(S16 stands up and read the passage aloud in class. The teacher corrects a mistake in her pronunciation.)T: What attracted people from India Pakistanis into California?Ss: Computer Industry. So just now we have mentioned that there are many mixed nationnalities, different people with different cultural backgrounds pouring in or may be crowded in California. Will there be any conflict among them because they have different social backgrounds?S17: No.T: Why? Any suggestions from our text? Any information that tells us there is no conflict?(The bell rings.)S18: After so long a time they will be mixed.T: Maybe the last sentence is the best example for that. Right? Simply a mixture of many races and cultures. So after reading the whole text we can see that different people from different parts of the world with different social or cultural backgrounds were all coming to California. So what kind of state can we regard California as?Ss: Multicultural.T: Yes, multicultural is not only for California but also for the whole American. So American is regared as “a melting pot”. So what is “ a melting pot”? 大熔爐. Since its a melting pot and different people come here, in what aspects did they make effect on the society of California?Disscuss with the groupmates.(Discussion.)T: S19, can you tell us some good ideas?S19: language, race, culture.T: Sit down please. S20, anything more?S19: benefits. Learn more about America.S20: California is richer. Development of industry. Economy.S21: Cultures.T: I will give you some hints. For example, the Spanish have some different habits while they are eating, so the differnt is food. Maybe Chinese, we believe not in God, we believe in Buddha.(Show the answers on the screen.)T: Ive divided the effects into 6 groups from a b .to f. Why? Because these changes also take place in our home town. So in those aspects, what changes have been made to Ningbo? 3 minutes for discussion.(Ss discuss in groups.The teacher walks around and joins in their discussion.)T: Ill choose some groups to share their ideas. First, group 1.A reporter from group 1: Sichuan food and Buddha from XinJiang.T: So it is about food and religion.A reporter from group 2: It changes our life style. The environment becomes worse.A reporter from gourp 3: It makes us fashion and open.A reporter from group 4: It changes our way of thinking and our spirits.A reporter from Goup 5: We can learn English better.T: Now here will come the homework: List three reasons why you agree or disagree according to the effects that we have mentioned to our society. OK, now thats all.(Class dismisses.)M8U1 A Land of Diversity 教學反思本節(jié)課是選修8第一單元A Land of Diversity中關于California的一堂閱讀課，主要介紹California是一個多元文化構成的地區(qū)。反思本課教學全過程，引發(fā)以下思考。本節(jié)課的成功之處：1. 課堂設計新穎獨特，環(huán)環(huán)相扣，層層遞近，創(chuàng)意不斷。導入部分簡明扼要通過圖片直擊本文的關鍵California；Multiple choices引入關于California的課外知識，并引入美國NBA湖人隊的全家福指出California多元文化的特點，充分調動了學生參與的積極性；文章的閱讀理解層層遞進，按照時間順序貫穿整篇文章，使文章理解條理清晰；根據(jù)California的多元文化想到我們寧波發(fā)展的相似之處，國內不同地區(qū)以及外國人不斷來寧波投資使寧波也成為了一個多元文化交匯的中心，此討論環(huán)節(jié)使整堂課上升到情感高度，讓學生獲得知識，并引發(fā)了同學們對現(xiàn)實問題的深層次思考。2. 課堂大部分指令明確充分，活動組織有效，以學生為主體，培養(yǎng)了學生的團隊合作意識。group work和team work分工明確并考慮到學生思維活動的層次，都能有效地展開并且有較好產(chǎn)出， 著實體現(xiàn)了“以學生為本”和“課堂有效性”。3. 運用不同的教學手段處理了課文，從了解課文的層面上講，我根據(jù)每段文字不同的特點分別運用了學生領讀，聽錄音默讀，聽錄音跟讀，默讀等不同手段處理了閱讀問題，形式多樣，并達到了預期的目的。從處理理解課文的層面上，我分別根據(jù)文章需要，運用Multiple-choices, Questions and answers, T or F questions, blank-filling等方式鍛煉了學生的閱讀能力和解題能力。 本節(jié)課的不足之處：1. 閱讀部分處理有待商榷，不能突出閱讀課的課型。reading for details環(huán)節(jié)中運用了不同手段來處理文章，有些段落的理解不夠充分。這些設計的缺陷是整堂課的軟肋，模糊了閱讀課的課型特點。2. 閱讀部分停留在reading for information較多，而缺少reading for thinking，深度不夠。前段部分均是文章內容的呈現(xiàn)，課堂末段才有一個深層次思考，過于突兀，沒有在課文開展過程當中層層推進。3. 從學生反映而言，學生都很認真聽課，積極思考，積極回答問題，且完成任務時參與面也較廣。但是學生被動思考的情況比較多，這是本堂課最大的不足。并導致了最后文章的知識輸出部分出現(xiàn)問題。4. 整堂課的教學指令相當清晰，學生能緊跟老師節(jié)奏，課堂各環(huán)節(jié)開展有序，但是本節(jié)課末段的教師指令含糊不清，致使學生有些很難開展討論。對于這個環(huán)節(jié)的設計還不夠到位。5. 板書沒有很好的利用，可以適當?shù)牡胤郊尤氚鍟雇瑢W們印象深刻，比如可以寫上本文的關鍵詞multi-culture這一概念，就能很好的貫穿全文。6. 教態(tài)上沒有太大的問題，只是教師走動地點過于單一，應多多照顧到班級所有角落。需要更加自然?？傊?，通過本次課堂教學活動，使我更加深刻地認識到，教師在日常教學設計中要針對學生思維特點，遵循思維發(fā)展的規(guī)律。在教學內容、教學環(huán)節(jié)、教學方法上，合理分配布局、巧妙設計構思，留給學生更多的自主活動時間和空間，引發(fā)學生向思維的深層次發(fā)展，從而提高課堂教學的有效性。同時，根據(jù)真實的教學環(huán)境和學生狀況，教師要不斷提高教學應變能力，調整教學方法，充分調動學生的積極性，確保每一位學生都能有所收獲。Assessment of a Public Class- M8 U1 Reading California by Gu MaoleiYoung as he is, Mr. Gu is an English teacher capable of conducting his class. In this reading period, Mr. Gu has shown us his elegant demeanour and impressive teaching skills. We did learn something after attending this class. Below is the quotes of comments of the attending teachers from the English Department, both merits and suggestions are included.(Li Qiaobo): M: The teaching procedure is closely followed, the tasks are well designed and various teaching methods are used. The questions presented in reading comprehension provide students with good hints. S: Not enough time is arranged for the Extension part. The instructions given are not clear enough. As for the last discussion topic “From which aspects did they make some changes”, students have not much time to prepare.(Chen Weiwei): M: The teaching gestures are natural, the language is fluent and the speech and intonation are standard. Students actively take part in class activities and there is a great interaction between the teacher the students. The multimedia technique is fully applied by introducing pictures and information. The transition is quite smooth, for example, multiculture is introduced by asking the question “How does it come into being that there are many player of different races in the Lakers?” S: There is no black board writing. Every student in a group shoule be encouraged to speak. The teacher speaks a bit too fast and some mispronunciations, such as California (or ) aspect ( or ,). The last task- discussion is not extended deep enough. When relating to the real life, the teacher leaves students not enough time for discussion.(Dai Lianlian): M: The period is led in by an interesting topic: What is America famous for? The line is arranged as follows: the whole structure of the text the time line immigrants came details of each part. S: Students will have a better understanding if the topic is pre-set better. While givn instructions, the teacher should not change or repeat his words a secone time.(Jin Lin): M: The class is well arranged, the students reading skill is well developed. The teacher uses a lot of different ways to analyze the whoe passage, such as quiz, questions, T or F. The teacher is very enthusiastic but the prounuciation in that days class was not as good as usual. S: If the former steps can go through a little bit more quickly, the last activity can be finished better. Some questions are not clearly put forward, such as the one in group work “ From which aspect did they make some changes?” The preparation may not be good enough. (Liu Peilin): M: The teacher has achieved his teaching aims to a large degree. The transition between different teaching procedures are smooth and coherent. The teacher is well prepared before class. The lead-in part is simple, direct and inspiring. The teaching manners are natural and relaxing, the atmosphere in class is pleasant and easy and the relationshp between teachers and students is harmonious. S: If the teacher can control his last step the discussion for further thinking well, the class will be perfect. If the teacher can narrow down the range of discussing topic, e.g. the advantages and disadvantages of different racial groups living together, that will be better. Some directions can be more clear, simple and direct. Students should be encouraged more to be brave enough to express themselves in class.(Qin Shao): M: The teacher sets good goals and received good results. He completes his teaching procedure smoothly. Various means of teaching methods have been tried, such as group discussion, ask-answer, quiz. The teacher has created a good environment for the students to learn English. And the teacher has a good control over the class. S: Students will be more interested in the topics if the teacher can be more enthusiastic. The teacher should make sur