人教版选修8unit1A land of diversityP1教学设计word文档资料Word格式文档下载.docx

1、”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。 金色教案教学设计说明“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初

2、的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、

3、资深之传授知识者”，与教师、老师之意基本一致。About the topic and the structures与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。 单元话题和结构家庭是幼儿语言活动的重要环境，

4、为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗诵儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读能力提高很快。 本单元主要围绕具有多元文化的美国这一主题展开，重点介绍了加利福尼亚的多元文化特征，使学生对加州移民有深入了解并认识到“美国是民族的熔炉”。通过本单元学习，培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好基础。通过本单元的语言技能训练，要求学生掌握书面表达中如何使用“方向和位置（direction and position）来介绍一个地方或描述一个事件，

5、以及鼓励别人说话的方法。本单元语言功能项目是：激励、方向和位置。本单元语言结构项目是“复习名词从句作主语、宾语和表语”。本单元还要求学生学习写作“非时间顺序报道：地点描写”。金色教案教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对金色教案教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照金色教案提供的“实际教学过程课时划分建议”进行教学。Period 1Reading 阅读课Warming Up 课本用一幅美国地图启发学生运用他们

6、已有的知识，以看图填充形式引导学生对美国的地理位置有个全面的认识，同时有助于学生弄清楚加利福尼亚州在美国所处的位置，美国西部山脉、五大湖、最长河流及主要城市等。让学生通过英文释义得出具体地名然后填图，有利于培养学生用英文思维的能力。教师也可以采用本书提供的Warming up by talking about California进行热身活动。Pre-reading 通过Pre-reading by discussing，学生观察图片（包括“阅读”部分的图），叙述加州的土著人、金矿工和中国城的情况，进行讨论，为后面的阅读做铺垫。Reading 介绍了加利福尼亚州的美洲土著人、西班牙人、俄罗斯人

7、、金矿工人、后来移民、最近移民与未来移民，使学生进一步认识到加州是一个多民族、多文化的地方，并对加州的变化、发展过程有了更深的了解。教师可以参考使用本书提供的下列程序：Reading for forms; copying and making sentences; transferring information; reading the text again to draw a diagram of it and retell the story in your own words; closing down by writing a history account 帮助学生从形式到内容两方

8、面掌握课文、活用课文。 Period 2Learning about language 知识课Learning about Language 课堂辅导应该贯彻讲练结合，精讲多练的原则，教师的讲解应该帮助学生比较确切地了解语法规则的概念、结构和用法，要突出语法现象中的难点、疑点和重点。适量的练习可以帮助学生在语言实际的实践中逐步掌握符合语法规则的语言表达方式。教师可以参考使用本书提供的下列程序: Warming up by talking about Hollywood; Learning about English word formation and discovering useful w

9、ords and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood moviePeriod 3Using language运用课Using Language课本围绕加利福尼亚州这个话题设计练习。”Listening and speaking”练习形式活泼多样，有听录音、填写明信片、填写表格、讨论、问答活动等，容易使学生产生身临其境之感。此外，练习还要求学生变换角色编对话，增强语言的交际性。“Reading and writing”部分以“Georges diar

10、y”为主线设计了丰富多彩的练习，使人目睹加州美丽的自然风光和人文景观，领略加州文化。本部分把读、写有机地结合在一起，并注重培养学生的语篇意识，注重学生综合语言运用能力的提高。建议教师参考使用本书提供的下列程序进行教学: Warming up by listening and reading aloud; Reading for forms; Copying and making sentences; Making sentences of Noun Clauses Closing down by reading and writing travel diaries。实际教学过程课时划分建议将W

11、arming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。将Learning about language 和Workbook中的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。Period 4将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。Period 5将Workbook 的LISTENING TA

12、SK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。第二部分教学资源说明Section 1Background 背景围绕单元话题“Festival around the world”，金色教案提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section 2Explanation解析重点针对“阅读课型”中的课文难句，金色教案不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助

13、教师更好地实施“语言形式”的教学。Section 3Vocabulary词汇按照课本单元词汇表顺序，金色教案重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，金色教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Part 1 Teaching Design第一部分 教学设计Period 1 A sample lesson plan for reading（CALIFORNIA）IntroductionIn this period, after

14、 the warming up, students will be guided to pre-read by discussing, read for forms, copy and make sentences. Then they shall read the text to transfer information. Next they will read the text again to draw a diagram of it and retell the story in their own words. The period will end by students writ

15、ing a history account. ObjectivesTo help students understand the texts forms and contents and learn about a land of diversityTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusWordsillustrate, indicate, swap, slip, hire, insert, re

16、actCollocationsby means of, occur to, team up with, mark out, take in, a great manyPatterns1. Exactly when the first people arrived in what we now know as California, no one really knows. 2. However, in 1846 the United States declared war on Mexico and after it lost the war, Mexico had to give Calif

17、ornia to the United States. 3. Although Chinese immigrants began to arrive during the Gold Rush Period, it was the building of the railway from the west to the east coast that brought even larger numbers to California in the 1860s. 4Now that you have read the text, you know a lot more about the pict

18、ures on pages 1-3.Aids Multimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by talking about CaliforniaCalifornia is a state located on the west coast of the United States. It is by far the most populous state in the U.S., as well as the most physically diverse, with the hig

19、hest and the lowest points in the lower 48 states located within 150 miles of each other. If California were an independent nation, it would have the fifth largest economy in the world （after the rest of the U.S., Japan, Germany, and Britain; see economy of California）. The states official nickname

20、is The Golden State in reference to Californias 1849 Gold Rush. 1 Californias U.S. postal abbreviation is CA, and its Associated Press abbreviation is Calif.2. Pre-reading by discussingLook at the pictures on page 1. Discuss them in pairs. The famous Hollywood sign, a symbol of the citys world famou

21、s entertainment culture.Silicon Valley is a commonly used nickname for the southern part of the San Francisco Bay Area in northern California, USA, originally referring to the concentration of silicon chip innovators and manufacturers, but eventually becoming a metaphor for the entire concentration

22、of high tech businesses.3. Reading for formsRead the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations. 4. Copying and making sentencesA collocation is two or more words that often go together. These combinations

23、just sound right to native English speakers, who use them all the time. Then how to learn collocations? Be aware of collocations, and try to recognize them when you see or hear them. When you learn a new word, write down other words that collocate with it. Read as much as possible. Reading is an exc

24、ellent way to learn vocabulary and collocations in context and naturally. Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them. While going over the text, try to recognize the collocations, treat them as single blocks of language and cop

25、y them out into your Collocation Book.Useful collocations from CALIFORNIAthe third largest state in the USA美国第三大州, have the largest population人口最多, the most multicultural state in the US 美国最具多元文化的州, know the history of California了解加州的历史, at various times 在不同的时代, attract from 吸引了来自的, it is likely tha

26、t 很有可能, at least fifteen thousand years ago 至少在15,000年以前, by means of 通过, a land bridge 大陆桥, exist in prehistoric times史前时期曾经存在过， in the 16th century 在16世纪，after the arrival of 在来到之后, force into slavery 迫使成奴隶, in addition 此外, die from 死于, survive the terrible times 经历着些恐怖时期而活了下来, be ruled by 被所统治, i

27、n the early 16th century 在16世纪初期, fight against与打仗, take the land 夺去了土地, two centuries later 两个世纪以后, along the northwest coast of 在西北沿海地区， religious men 宗教人士, teach the Catholic religion to 向传授天主教， gain ones independence from 从获得了独立, declare war on 向宣战, lose the war 战败, a stronginfluence in 在仍保持的影响,

28、 over 40% of 有40%多的, speakas a first or second language 把作为第一或第二语言, in the early 1800s 在19世纪初期, live in and around 住在及附近， the dream of becoming rich quickly 发财梦, achieve ones dream of becoming rich 圆了发财梦, make a life for oneself 过自己的生活， become the thirty-first state 成为第31个州, a multicultural society一

29、个多元文化的社会, during the Gold Rush Period在淘金热时期, from the west to the east coast 从西海岸到东海岸，bring even larger numbers to吸引了更大批量的到， a large percentage 很大比例， stay in the “Chinatowns” of 住在的“中国城”, establish a town of ones own建立了他们自己的城镇, keep up ones culture 保持着自己的文化, establish the film industry 建立的电影行业, have the second largest Jewish population 拥有第二大的犹太人口, at the beginning of the 20th century 在20世纪初期, work in the ship and aircraft industries 在船厂和飞机厂工作, in more recent decades 在最近的几十年里, since its beginning in the 1970 从20世纪70年代开始，