人教版高中英语选修8《Unit 1 A land of diversity》教案.doc

人教版高中英语选修8Unit 1 A land of diversity教案 教学准备 教学目标 三、教学目标 1.知识技能目标 1)能从文中获取主要信息，如获取WhathappenedtotheNativeAmericansafterthearrivaloftheEuropeans?Afterallthosesufferings,didallNativeAmericanschoosetoleavetheland?Howdoyouknow(fromthetext)?等直接信息能力; 2)能从文本中加工和处理信息，如WhatdidtheSpanishdototheNativeAmericansinthe16thcentury?(此问题需提取数个段落的文本信息) Twogroupsofimmigrantshadsomethinginmon.Whatarethey?(doublechoices)Why?(此问题需要学生从文字的表面信息加工处理后方可得到答案). 3)能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如whatdoyouthinkoftheNativeAmericanswhosurvivedandstayedatCA? HowdoyouthinktheEuropeanscouldhavesueededinmakingtheNativeAmericansslavesorevenkillthem? Doyouthinklanguageplaysanimportantpartinaculture?等。 2.情感目标 学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。 教学重难点 HowdoyouthinktheEuropeanscouldhavesueededinmakingtheNativeAmericansslavesorevenkillthem? Doyouthinklanguageplaysanimportantpartinaculture? 教学过程 四、教学过程 Step1Lead-inandBrainstorming(5mins) 1.导入并揭题 T:Asyoucanseeinthetitle,inthisunit,wearegoingttalkabouttheUSA,alandofdiversity.Nowhowmuchdoyouknowaboutthisland?Letshavealookatamap,andtrytorecognizesomefamousplaces.Nowopenyourbooksandturntopage1.HereisamapoftheUSA.Pleaselookatitcarefully.Trytowriteonthemapthenamesoftheoceans,countries,mountainranges,lakesriversandbigcitiesasmanyaspossible. 以竞赛的方式，让学生对美国版图上一些主要地点加以熟悉。 意图说明首先从单元标题入手，引起学生的注意。以竞赛的形式，迅速与班级同学建立联系，活跃课堂气氛，并用版图来促进学生对美国alandofdiversity形成一个具象的认识。 2.头脑风暴 先请学生寻找California在地图上的位置。然后教师启发学生联想与immigrate有关的词汇，同时进行板书。 意图说明以头脑风暴的形式，快速激活学生头脑中已有的图式;为导入新课做好准备。并启发学生联想，移民是否都是愉快的、开心的，为阅读文本做好情感上的准备。 Step2Reading(30mins) 教师以Thefactsabouteachgroupofimmigrants和whatinspiresus两条主线，引导学生逐步对每一组移民事实进行阅读，获取、加工和处理阅读信息。(下表斜体字部分为问题答案。) 一、NativeAmericans 1.WhathappenedtotheNativeAmericansafterthearrivaloftheEuropeans? (Thousandswerekilledorforcedintoslavery.ManydiedfromthediseasesbroughtbytheEuropeans.) 2.Afterallthosesufferings,didallNativeAmericanschoosetoleavetheland? Howdoyouknow(fromthetext)? (“However,somesurvivedtheseterribletimes,andtodaytherearemoreNativeAmericanslivinginCAthaninanyotherstate.”) SowhatdoyouthinkoftheNativeAmericanswhosurvivedandstayedatCA?(brave,overcamelotsofdifficulties,werenotbediscouragedbysetbacks) 二、TheSpanish 1.WhatdidtheSpanishdototheNativeAmericansinthe16thcentury? (Theyfoughtagainstthenativepeopleandtooktheirland.ThousandsofNativeAmericanswerekilledorforcedintoslavery.) 2.WhowerethemajorityofthefirstSpanishtogotoCaliforniain18thcentury?(Thereligiousmen.) 3.Whatwastheirministry? (ToteachtheCatholicreligiontothenatives.) 4.WhichofthefollowingcountrieshasthestrongestinfluenceinCalifornia? A.ChinaB.RussiaC.MexicoD.Spain Howdoyouknow?/Whatsyourproof(fromthetext)? _ (“However,thereisstillastronginfluenceinthestate.Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstorsecondlanguage.”)1.HowdoyouthinktheEuropeanscouldhavesueededinmakingtheNativeAmericansslavesorevenkillthem? (BytheiradvancedweaponsgunshadlongbeenusedinEuropewhiletheNativeAmericansstilllivedaprimitivelive.) 2.Whatlessonscanwedrawfromthis? (Keepingadvancedinscienceandtechonogymattersmuch!) 3.WhydoyouthinkthemajorityofthefirstSpanishtogotoCAwerereligiousmen? (Theywantedtoconquerthenativesnotonlybyforce,butalsoinmind.) 4.“However,thereisstillastrongSpanishinfluenceinthestate.Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstofsecondlanguage.” Sodoyouthinklanguageplaysanimportantpartinaculture?(Yes.) DoyousupportweshouldlearntospeakFuzhoudialect?Why/whynot? (Open-endedanswers) 三、 Goldminers 1.WhatkindofpeoplewereattractedtoCaliforniaafter1848? Peoplefromallovertheworld. 2.Whydidtheyehere? Tobeerich. 3.Didtheyrealizetheirdreams? No. 4.DidmostofthemleaveCA?(no.)Whatdidtheydo? “mostremainedinCAtomakealifeforthemselvesdespitegreathardship.” 1.Ifyouwerethegoldminer,wouldyouchoosetostaythere?Why? (Open-endedanswers) 2.WhatkindofwordswouldyouusetodescribethosegoldminerswhochosetostayinCA? (adventurous,persistent,brave,notafraidofdifficulties,hard-working) 四、 Laterarrivals 1.DuetowhatreasondidChinesepeoplegotoCAinthe1860s? Thebuildingoftherailworkfromthewesttotheeastcoast. 2.WhatdidChinesepeopleserveas? Physicalworkers/laborforce. 3.WhatdidpeoplefromAfricaserveasbetween1942and1945? Physicalworkers/laborforce. 4.WhatattractedtheIndiansandPakistanisinthe1970s? (Theputerindustry.) 5.WhatattractedtheJewishpeopletogotoCAbythe1920s? (Thefilmindustry.) 6.Twogroupsofimmigrantshadsomethinginmon.Whatarethey?(doublechoices)Why? A.theChineseandtheAfricans B.theIndiansandtheChinese C.theIndiansandtheJewish D.thePakistanisandtheAfricans (A&C)1.Withsomanypeoplefromdifferentbackgroundsstayingtogether,aretheremanyconflictsmentioned? (No.) 2.Whatkindofsocietydoyouthinkthismayhelptobuild(withsomanydifferentpeople,butnotmanyconflicts)? (multicultural,peaceful,harmonious,open,friendly,havegreataeptance) 五、 Mostrecentarrivalsandthefuture TofF: 1.PeoplefromallovertheworldstillimmigratetoCAmanilybecausetheyareattractedbytheclimateandHollywood. (F.Theywereattractedbytheclimateandthelifestyle.) 2.Peoplebelievethatsoonthemixofnationalitieswillbetoogreattotellaparttheculturebetweenmajorracialorculturalgroups. (T) “Inmostrecentdecades,Californiahasbee_tomorepeoplefromAsia,includingKoreans,Cambodians,VietnameseandLaotians.” Whatiftheauthorsay“CaliforniahasbeealivingplacetomorepeoplefromAsia?Doyouthinkthereisanydifferencebetweenthem? Whatdoestheword“home”meanhere? (alwaysgivepeopleasenseofbelonging,asenseofsafety;mayhavesomequarralsbutwillalwaysgetsettled;showsthefriendlyenvironment/munity) 意图说明以问题的形式贯穿整个阅读过程，启发学生查找、获取信息的能力，层层深入，由浅层次的表层信息，过渡到深层次的思维能力训练;学生在教师引导下，对文化交融、人文素养、民族兴衰等问题进行逐层深入的研讨，最终在教师引领下得出结论，加州是一个多文化的社会，这一社会的构建是经过了长期的、汗水与血水交织的斗争，最终能以一个和谐的大熔炉的模式展现在世人面前，都是经过各种族文化共同努力的结果。 Step3Post-reading(8mins) 教师组织学生讨论两个话题： 1.WhyisCaliforniasuchamulticulturalmunity? (ThestateofCaliforniaisamulticulturalmunitybecauseEuropean,AfricanandAsianpeopleshavebeenmovingintothestateforthelast200years.Itisthismixofpeopleswiththeirowncustoms,cultureandfoodthathavegivenCaliforniaitsmulticulturalflavour.Problemsthatmightariseincludeinterculturalrivalryorpetition,discriminationormisunderstanding.ItistothecreditofCaliforniansthatsuchproblemsdonotariseveryoften.) 2.Doyouthinkitisgoodtohaveculturalpermeation(渗透)?Why/whynot?Trytouseatleastoneexamplefromthetext. (Itdepends.Ifacountry/amunityisstrongenough,itsgoodtohaveculturalmixedtogether,whichcanbringbenefitstoeachculture;butifitsnotstrongenough,itcouldbeadisasterfortheoriginalculturalgroupbecauseitshardtokeepyourownculture.TaketheNativeAmericansforexample,theywerenotstrongenough,sotheysufferedalotduringtheprocessoftheculturepermeation,i.e,theyhavetoaeptthingsunwillinglyorrather,beforcedintosomethingmiserable.) 学生经过3分钟准备后各抒己见。 意图说明通过阅读中的剖析，学生对加州的移民历史及多文化的形成已了然于心，在读后抛出这两个思考问题，实际是对学生已有的文本输入进行一个有层次的、综合的复习与梳理，帮助学生将所学的阅读信息加工内化为自己的见解，培养学生的发散性思维与批判性思维。 Step5Moraleducation(1min) 教师启发学生，将历史教训转化为今日必做之事，即：Studyhardtomakeourhomelandstrong,tomakeourculturestrong. 意图说明寓德于教，引导学生思考，作为学生，我们能为我们的祖国，为我们的文化做出哪些贡献?从小做起，从现在做起，少年强则中国强，立志为国努力学习，他日成为栋梁之才! 教学准备 教学目标 知识目标 通过回顾旧知，根据图片提示，能回答关于美国基本常识的问题。 按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。 通过认真阅读文本，自己组织语言，准确无误地复述和总结不同种族在加州的简要历史。 能力目标 通过图片提示，并在教师的指导下，学会提炼要点并复述文章，锻炼自己的表达能力。 通过完成写作任务总结文章主要内容的方法，明白加利福尼亚州具有多元文化的原因。 情感、态度、价值观目标 通过观看图片和聆听歌曲，对加利福尼亚州的历史有所了解，增强跨文化交际的能力。 教学重难点 根据图片提示，能回答关于美国基本常识的问题。 按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。 教学过程 导入 WarmingUp(GuessingGame) Reading Lookatthispicture.Whereisthislady? Question:DoyouknowanythingaboutAmerica?Herearesomequestionsforyou. ShowamapofthefiftystatesoftheUSA.Givethestudentssomecluestoletthemguesswhichstatewewilllearn. Task1FastReading 1.Aordingtopara.1,whatsthetopicofthistext? 2.Retelling. 3.Howmanykindsofpeoplearementionedinthistext? Task2DetailedReading 1.NativeAmericans 2.TheSpanish(TimeVS.Event) Intheearly16thcentury Inthe18thcentury In1821 In1846 短文填空 Atthattime,Californiawas_(rule)bySpain._(Spain)soldiersfirstarrivedintheearly16thcentury,_theyfoughtagainstthenativesandtooktheirland.OfthefirstSpanishtogothere,the_(major)werereligiousmen,whoseministryis_(teach)theCatholicreligion.In1821,Mexicogainedits_(independent)In1846theUSdeclaredwar_Mexico.Mexicowas_(defeat)andhadtogiveCaliforniatotheUSA.Thatis_todayover40%ofCaliforniansstillspeakSpanish. 3.TheRussiansandGoldminers 4.Laterarrivalsandmostrecentarrivals 5.Thefuture Task3Micro-writing WhyisCaliforniasuchamulticulturalmunityinthe21stcentury?Explaininyourownwords.Writethreeorfoursentences. 课后习题 课前练习 1.继续存在，继续生存_9.许多;很多_ 2.用办法，借助于_10.与合作或一起工作_ 3.习惯于新的生活方式、工作等_11.脱离而独立_ 4.背靠背_12.对宣战_ 5.坚持;维持;沿袭_13.在十九世纪早期_ 6.包括;吸收_14.向宣战_ 7.划线;标出的界限_15.实现做的梦想_ 8.申请;请示得到_16.成了更多亚洲人的家园_ 课中练习 1.Aordingtopara.1,whatsthetopicofthistext? A.ThecultureofCalifornia B.ThehistoryofCalifornia C.thepopulationofCal