人教版選修8unit1A land of diversityP1教學設計

1、第 頁/共10頁Unit1Alandofdiversity第一部分金色教案教學設計說明Aboutthetopicandthestructures單元話題和結構本單元主要圍繞具有多元文化的美國這一主題展開II,重點介紹了加利福尼亞的多元文化特征II,使學生對加州移民有深入了解并認識到“美國是民族的熔爐”II。通過本單元學習II,培養(yǎng)學生跨文化交際意識II,進一步拓寬視野II,為終身學習奠定良好基礎II。通過本單元的語言技能訓練II，要求學生掌握書面表達中如何使用“方向和位置(directionandposition)來介紹一個地方或描述一個事件II,以及鼓勵別人說話的方法II。本單元語言功能項目

2、是：激勵、方向和位置II。本單元語言結構項目是“復習名詞從句作主語、賓語和表語”II。本單元還要求學生學習寫作“非時間順序報道：地點描寫”II。金色教案教學設計在單元課時劃分上與課本保持一致I,即“閱讀課、知識課、運用課三課時/三課型劃分”II。但在實際教學過程中II,建議教師依據學生基礎、教學條件、學校安排的因素II,對課本、對金色教案教學設計重新劃分課時II,裁剪、拼接使用提供的材料II,以便“物盡所用”II,達到最佳教學效果II。教師也可以參照金色教案提供的“實際教學過程課時劃分建議”進行教學II。Period1Reading閱讀課WarmingUp課本用一幅美國地圖啟發(fā)學生運用他們已有

3、的知識II,以看圖填充形式引導學生對美國的地理位置有個全面的認識II,同時有助于學生弄清楚加利福尼亞州在美國所處的位置II,美國西部山脈、五大湖、最長河流及主要城市等II。讓學生通過英文釋義得出具體地名然后填圖II,有利于培養(yǎng)學生用英文思維的能力II。教師也可以采用本書提供的WarmingupbytalkingaboutCalifornia進行熱身活動II。Pre-reading通過Pre-readingbydiscussingll,學生觀察圖片(包括“閱讀”部分的圖)II,敘述加州的土著人、金礦工和中國城的情況I,進行討論II,為后面的閱讀做鋪墊II。Reading介紹了加利福尼亞州的美洲土

4、著人、西班牙人、俄羅斯人、金礦工人、后來移民、最近移民與未來移民II,使學生進一步認識到加州是一個多民族、多文化的地方II,并對加州的變化、發(fā)展過程有了更深的了解II。教師可以參考使用本書提供的下列程序：Readingforforms;copyingandmakingsentences;transferringinformation;readingthetextagaintodrawadiagramofitandretellthestoryinyourownwords;closingdownbywritingahistoryaccount幫助學生從形式到內容兩方面掌握課文、活用課文|。Peri

5、od2Learningaboutlanguage知識課LearningaboutLanguage課堂輔導應該貫徹講練結合|,精講多練的原則|，教師的講解應該幫助學生比較確切地了解語法規(guī)則的概念、結構和用法|,要突出語法現象中的難點、疑點和重點|。適量的練習可以幫助學生在語言實際的實踐中逐步掌握符合語法規(guī)則的語言表達方式|。教師可以參考使用本書提供的下列程序：WarmingupbytalkingaboutHollywood;LearningaboutEnglishwordformationanddiscoveringusefulwordsandcollocations;RevisingNounC

6、lauses;ClosingdownbywatchingTheIncrediblesll，aHollywoodmoviePeriod3Usinglanguage運用課UsingLanguage課本圍繞加利福尼亞州這個話題設計練習1|。Listeningandspeaking練習形式活潑多樣|,有聽錄音、填寫明信片、填寫表格、討論、問答活動等|，容易使學生產生身臨其境之感|。此外|,練習還要求學生變換角色編對話|，增強語言的交際性|?！癛eadingandwriting部分以“Georgesdiary為主線設計了豐富多彩的練習H,使人目睹加州美麗的自然風光和人文景觀|,領略加州文化|。本部分把讀

7、、寫有機地結合在一起|,并注重培養(yǎng)學生的語篇意識|,注重學生綜合語言運用能力的提高|。建議教師參考使用本書提供的下列程序進行教學Warmingupbylisteningandreadingaloud;Readingforforms;Copyingandmakingsentences;MakingsentencesofNounClauses;Closingdownbyreadingandwritingtraveldiariesll。實際教學過程課時劃分建議Period1將WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一節(jié)“閱讀課”|。Perio

8、d2將Learningaboutlanguage和Workbook中的USINGWORDSANDCOLLOCATIONS、USINGSTRUCTURES整合在一起上一節(jié)“語言知識課”11。Period3將Usinglanguage設計為一節(jié)包括聽說讀寫單項技能或組合技能訓練的“綜合技能課（一）”II。Period4將Workbook的READINGANDLISTENING和TALKING整合在一起上一節(jié)“聽說課”II。Period5將Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合為一節(jié)“綜合技能課（二）”II。第二部分教學

9、資源說明Section1Background背景圍繞單元話題“Festivalaroundtheworld”II,金色教案提供了幾則語言規(guī)范、短小精干的趣味性材料II。這些材料既可以作為教師教學參考材料為教師所用II,也可以直接或改寫、重組后作為課堂內外的拓展性閱讀材料呈現給學生II。Section2Explanation解析重點針對“閱讀課型”中的課文難句I,金色教案不僅提供了詳盡的II,就句論句的解析和翻譯II,而且還以解析的焦點話題為線索II,進行了一定的歸納、辨析和總結II,以幫助教師更好地實施“語言形式”的教學II。Section3Vocabulary詞匯按照課本單元詞匯表順序II,

10、金色教案重點提供動詞、短語搭配的講解II。所提供的例句II,經典、地道、實用、易懂，完全可以直接用于教學II。第三部分教學測評說明圍繞單元詞法、句法項目II,金色教案提供了長短不一的“單元教學測評”1,并備有參有些測評題目直接源于歷年高考試卷II,更具有說服力和實用性II。Part1TeachingDesign第一部分教學設計Period1Asamplelessonplanforreading(CALIFORNIA)IntroductionInthisperiodll,afterthewarmingupll,studentswillbeguidedtopre-readbydiscussingl

11、l,readforforms|,copyandmakesentences.Thentheyshallreadthetexttotransferinformation.Nexttheywillreadthetextagaintodrawadiagramofitandretellthestoryintheirownwords.Theperiodwillendbystudentswritingahistoryaccount.ObjectivesTohelpstudentsunderstandthetextsformsandcontentsandlearnaboutalandofdiversityTo

12、helpstudentscommunicateonthetopicinfocuswiththewordsll，collocationsandstructureslearnedinthisunitFocusWordsillustratell,indicatell,swapll,slipll,hirell,insertll,reactCollocationsbymeansofll,occurtoll,teamupwithll,markoutll,takeinll,agreatmanyPatternsExactlywhenthefirstpeoplearrivedinwhatwenowknowasC

13、aliforniall,noonereallyknows.Howeverll,in1846theUnitedStatesdeclaredwaronMexicoandafteritlostthewarll,MexicohadtogiveCaliforniatotheUnitedStates.AlthoughChineseimmigrantsbegantoarriveduringtheGoldRushPeriodll,itwasthebuildingoftherailwayfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforn

14、iainthe1860s.4.Nowthatyouhavereadthetext|,youknowalotmoreaboutthepicturesonpages1-3.AidsMultimediafacilities|，tape-recorder|，photos|，diagramsProceduresWarmingupbytalkingaboutCaliforniaCALIFORNIAREPUBLICCaliforniaisastatelocatedonthewestcoastoftheUnitedStates.ItisbyfarthemostpopulousstateintheU.S.II,

15、aswellasthemostphysicallydiverse,withthehighestandthelowestpointsinthelower48stateslocatedwithin150milesofeachother.IfCaliforniawereanindependentnationII，itwouldhavethefifthlargesteconomyintheworld(aftertherestoftheU.S.II，JapanII，GermanyII，andBritain;seeeconomyofCalifornia).Thestatesofficialnickname

16、isTheGoldenStateinreferencetoCalifornias1849GoldRush.1CaliforniasU.S.postalabbreviationisCAII，anditsAssociatedPressabbreviationisCalif.Pre-readingbydiscussingLookatthepicturesonpage1.Discusstheminpairs.ThefamousHollywoodsign|，asymbolofthecitysworldfamousentertainmentculture.SiliconValleyisacommonlyu

17、sednicknameforthesouthernpartoftheSanFranciscoBayAreainnorthernCaliforniaII，USAII，originallyreferringtotheconcentrationofsiliconchipinnovatorsandmanufacturersII，buteventuallybecomingametaphorfortheentireconcentrationofhightechbusinesses.ReadingforformsReadthetextto:cut/thesentenceintothoughtgroups,b

18、lackenthepredicates,darkentheconnectivesandunderlinealltheusefulcollocations.CopyingandmakingsentencesAcollocationistwoormorewordsthatoftengotogether.ThesecombinationsjustsoundrighttonativeEnglishspeakers|，whousethemallthetime.Thenhowtolearncollocations?Beawareofcollocations|，andtrytorecognizethemwh

19、enyouseeorhearthem.Whenyoulearnanewword|，writedownotherwordsthatcollocatewithit.Readasmuchaspossible.Readingisanexcellentwaytolearnvocabularyandcollocationsincontextandnaturally.Revisewhatyoulearnregularly.Practiceusingnewcollocationsincontextassoonaspossibleafterlearningthem.Whilegoingoverthetext|，

20、trytorecognizethecollocations|，treatthemassingleblocksoflanguageandcopythemoutintoyourCollocationBook.UsefulcollocationsfromCALIFORNIAthethirdlargeststateintheUSA美國第三大州II,havethelargestpopulation人口最多II,themostmulticulturalstateintheUS美國最具多元文化的州II,knowthehistoryofCalifornia了解加州的歷史II,atvarioustimes在不同

21、的時代II,attract.fTom.吸引了來自的.II,itislikelythat.很有可能II，atleastfifteenthousandyearsago至少在15II，000年以前II，bymeansof.通過II，alandbridge大陸橋II，existinprehistorictimes史前時期曾經存在過II，inthe16thcentury在16世紀II，afterthearrivalof.在來到之后II，oslavery迫使成奴隸II，inaddition此外II，diefrom.死于II，survivetheterribletimes經歷著些恐怖時期而

22、活了下來II，beruledby.被所統治II，intheearly16thcentury在16世紀初期II，fightagainst.與打仗II，taketheland奪去了土地II，twocenturieslater兩個世紀以后II，alongthenorthwestcoastof.在西北沿海地區(qū)II，religiousmen宗教人士II，teachtheCatholicreligionto.向傳授天主教II，gainonesindependencefrom.從獲得了獨立II，declarewaron.向宣戰(zhàn)II，losethewar戰(zhàn)敗II，astrong.influencein.在仍保

23、持的影響II，over40%of.有40%多的II，speak.asafirstorsecondlanguage把作為第一或第二語言II，intheearly1800s在19世紀初期II，liveinandaround.住在及附近II，thedreamofbecomingrichquickly發(fā)財夢II，achieveonesdreamofbecomingrich圓了發(fā)財夢II，makealifeforoneself過自己的生活II，becomethethirty-firststate成為第31個州II，amulticulturalsociety一個多元文化的社會II，duringtheGol

24、dRushPeriod在淘金熱時期II，fromthewesttotheeastcoast從西海岸到東海岸II,bringevenlargernumbersto.吸引了更大批量的到II,alargepercentage很大比例II,stayinthe“Chinatownsof住在的“中國城II,establishatownofonesown建立了他們自己的城鎮(zhèn)II,keepuponesculture保持著自己的文化II,establishthefilmindustry建立的電影行業(yè)II，havethesecondlargestJewishpopulation擁有第二大的猶太人口II，atthe

25、beginningofthe20thcentury在20世紀初期II，workintheshipandaircraftindustries在船廠和飛機廠工作II，inmorerecentdecades在最近的幾十年里II，sinceitsbeginninginthe1970從20世紀70年代開始II，themixofnationalities多種國籍的混合II，majorracialorculturalgroups主要的種族或文化群體II，amixtureofmanyracesandcultures多種族、多文化的混合體TransferringinformationNowyouaregoing

26、tothetextagaintonotedownthemostimportanteventsintheCaliforniahistory.CALIFORNIANativeAmericansNativeAmericanslivinginCaliforniaatleastfifteenthousandyearsago;crossingtheBeringStraitfromAsiatoAlaskabymeansofalandbridge;inthe16thcenturythenativePeoplesufferinggreatlyTheSpanishInthe18thcenturyII，Califo

27、rniabeingruledbySpain;firstarrivinginSouthAmericaintheearly16thcentury;twocenturieslaterII，theSpanishhavingsettledinmostpartsofSouthAmericaandalongthenorthwestcoastofwhatwenowcalltheUntiedStates;therebeingstillastrongSpanishinfluenceinthestateRussiansIntheearly1800sII，RussianfurtrapperssettlinginCal

28、ifornia;todaytherebeingabout25II，000Russian-AmericanslivinginandaroundSanFranciscoGoldminorsIn1848II，goldbeingdiscoveredinCalifornia;thenearestII，andthefirsttoarrivebeingwereSouthAmericansII，andpeoplefromtheUnitedStates;adventurersfromEuropeII，thenlaterfromAsiaandeventhePacificIslandsarrivingsoonaft

29、er;Californiabecomingthethirty-firststateoftheUnitedStatesofAmericain1850II,beingamulticulturalsocietyLaterarrivalsthebuildingoftherailwayfromthewesttotheeastcoastbringinglargernumbersofChinesetoCaliforniaintheI860;ItaliansarrivinginCaliforniainthelate19thcentury;in1911immigrantsfromDenmarkestablish

30、ingatownoftheirown;bythe1920sthefilmindustrybeingwellestablishedinHollywoodl,California;todayCaliforniabeingthesecondlargestJewishpopulationintheUnitedStates;JapanesefarmersarrivinginCaliforniaatthebeginningofthe20thcentury;peoplefromAfricalivinginCaliforniasincethe1800sMostrecentarrivalsInmorerecen

31、tdecades,CaliforniahavingbecomehometopeoplefromAsia|,includingCambodianll,Koreans,VietnameseandLaotiansThefuturePeoplefromdifferentpartsoftheworldstillimmigratingtoCalifornia6.ReadingthetextagaintodrawadiagramofitandretellthestoryinyourownwordsMosttextshaveathree-partstructureintroduction|，body|，and

32、conclusion.Youcanseethisstructureintextswhethertheyarenarrating|，describing|，comparing|，contrasting|，oranalyzinginformation.Eachpartofthetextplaysanimportantroleincommunicatingwritersmeaningtothereader.Nowreadthetextforitsstructureanddrawatextdiagram.Retellthetextstorywiththehelpofthediagramifpossib

33、le.TypeofwritingandsummaryofCALIFORNIAAexpositorywritingofCALIFORNIAPart1:NativeAmericansNativeAmericanslivinginCaliforniaatleast15|,000yearsagoPart2:TheSpanishInthe18thcenturyll,CaliforniabeingruledbySpain;TheSpanishfirstarrivinginSouthAmericaintheearly16thcenturyPart3:RussiansIntheearly1800sll,RussianfurtrapperssettlinginCaliforniaPart4:GoldminorsIn1848ll,goldbeingdiscoveredinCaliforniaPart5:LaterarrivalsChinesecomingtoCaliforniaintheI860;Italians