人教版选修8unit1A land of diversityP1教学设计.docx

1、人教版选修8unit1A land of diversityP1教学设计Unit 1 A land of diversity第一部分金色教案教学设计说明About the topic and the structures单元话题和结构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，以

2、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已

3、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、

4、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面

5、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 wo

6、rds 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 diary

7、”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

8、Period 1将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period 2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”。Period 3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”。Perio

9、d 5将Workbook 的LISTENING TASK、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

10、焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“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)Introdu

11、ctionIn this period, after 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

12、 will end by students writing 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, sw

13、ap, slip, hire, insert, reactCollocationsby 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

14、, Mexico had to give California 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

15、 a lot more about the pictures 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 highest 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., J