人教版选修8unit1A land of diversityP1教学设计

1、第 页/共10页Unit1Alandofdiversity第一部分金色教案教学设计说明Aboutthetopicandthestructures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II,重点介绍了加利福尼亚的多元文化特征II,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”II。通过本单元学习II,培养学生跨文化交际意识II,进一步拓宽视野II,为终身学习奠定良好基础II。通过本单元的语言技能训练II，要求学生掌握书面表达中如何使用“方向和位置(directionandposition)来介绍一个地方或描述一个事件II,以及鼓励别人说话的方法II。本单元语言功能项目

2、是：激励、方向和位置II。本单元语言结构项目是“复习名词从句作主语、宾语和表语”II。本单元还要求学生学习写作“非时间顺序报道：地点描写”II。金色教案教学设计在单元课时划分上与课本保持一致I,即“阅读课、知识课、运用课三课时/三课型划分”II。但在实际教学过程中II,建议教师依据学生基础、教学条件、学校安排的因素II,对课本、对金色教案教学设计重新划分课时II,裁剪、拼接使用提供的材料II,以便“物尽所用”II,达到最佳教学效果II。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II。Period1Reading阅读课WarmingUp课本用一幅美国地图启发学生运用他们已有

3、的知识II,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II,同时有助于学生弄清楚加利福尼亚州在美国所处的位置II,美国西部山脉、五大湖、最长河流及主要城市等II。让学生通过英文释义得出具体地名然后填图II,有利于培养学生用英文思维的能力II。教师也可以采用本书提供的WarmingupbytalkingaboutCalifornia进行热身活动II。Pre-reading通过Pre-readingbydiscussingll,学生观察图片(包括“阅读”部分的图)II,叙述加州的土著人、金矿工和中国城的情况I,进行讨论II,为后面的阅读做铺垫II。Reading介绍了加利福尼亚州的美洲土

4、著人、西班牙人、俄罗斯人、金矿工人、后来移民、最近移民与未来移民II,使学生进一步认识到加州是一个多民族、多文化的地方II,并对加州的变化、发展过程有了更深的了解II。教师可以参考使用本书提供的下列程序：Readingforforms;copyingandmakingsentences;transferringinformation;readingthetextagaintodrawadiagramofitandretellthestoryinyourownwords;closingdownbywritingahistoryaccount帮助学生从形式到内容两方面掌握课文、活用课文|。Peri

5、od2Learningaboutlanguage知识课LearningaboutLanguage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：WarmingupbytalkingaboutHollywood;LearningaboutEnglishwordformationanddiscoveringusefulwordsandcollocations;RevisingNounC

6、lauses;ClosingdownbywatchingTheIncrediblesll，aHollywoodmoviePeriod3Usinglanguage运用课UsingLanguage课本围绕加利福尼亚州这个话题设计练习1|。Listeningandspeaking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|。“Readingandwriting部分以“Georgesdiary为主线设计了丰富多彩的练习H,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

7、、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Warmingupbylisteningandreadingaloud;Readingforforms;Copyingandmakingsentences;MakingsentencesofNounClauses;Closingdownbyreadingandwritingtraveldiariesll。实际教学过程课时划分建议Period1将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”|。Perio

8、d2将Learningaboutlanguage和Workbook中的USINGWORDSANDCOLLOCATIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”11。Period3将Usinglanguage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）”II。Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”II。Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）”II。第二部分教学

9、资源说明Section1Background背景围绕单元话题“Festivalaroundtheworld”II,金色教案提供了几则语言规范、短小精干的趣味性材料II。这些材料既可以作为教师教学参考材料为教师所用II,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II。Section2Explanation解析重点针对“阅读课型”中的课文难句I,金色教案不仅提供了详尽的II,就句论句的解析和翻译II,而且还以解析的焦点话题为线索II,进行了一定的归纳、辨析和总结II,以帮助教师更好地实施“语言形式”的教学II。Section3Vocabulary词汇按照课本单元词汇表顺序II,

10、金色教案重点提供动词、短语搭配的讲解II。所提供的例句II,经典、地道、实用、易懂，完全可以直接用于教学II。第三部分教学测评说明围绕单元词法、句法项目II,金色教案提供了长短不一的“单元教学测评”1,并备有参有些测评题目直接源于历年高考试卷II,更具有说服力和实用性II。Part1TeachingDesign第一部分教学设计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美国第三大州II,havethelargestpopulation人口最多II,themostmulticulturalstateintheUS美国最具多元文化的州II,knowthehistoryofCalifornia了解加州的历史II,atvarioustimes在不同

21、的时代II,attract.fTom.吸引了来自的.II,itislikelythat.很有可能II，atleastfifteenthousandyearsago至少在15II，000年以前II，bymeansof.通过II，alandbridge大陆桥II，existinprehistorictimes史前时期曾经存在过II，inthe16thcentury在16世纪II，afterthearrivalof.在来到之后II，oslavery迫使成奴隶II，inaddition此外II，diefrom.死于II，survivetheterribletimes经历着些恐怖时期而

22、活了下来II，beruledby.被所统治II，intheearly16thcentury在16世纪初期II，fightagainst.与打仗II，taketheland夺去了土地II，twocenturieslater两个世纪以后II，alongthenorthwestcoastof.在西北沿海地区II，religiousmen宗教人士II，teachtheCatholicreligionto.向传授天主教II，gainonesindependencefrom.从获得了独立II，declarewaron.向宣战II，losethewar战败II，astrong.influencein.在仍保

23、持的影响II，over40%of.有40%多的II，speak.asafirstorsecondlanguage把作为第一或第二语言II，intheearly1800s在19世纪初期II，liveinandaround.住在及附近II，thedreamofbecomingrichquickly发财梦II，achieveonesdreamofbecomingrich圆了发财梦II，makealifeforoneself过自己的生活II，becomethethirty-firststate成为第31个州II，amulticulturalsociety一个多元文化的社会II，duringtheGol

24、dRushPeriod在淘金热时期II，fromthewesttotheeastcoast从西海岸到东海岸II,bringevenlargernumbersto.吸引了更大批量的到II,alargepercentage很大比例II,stayinthe“Chinatownsof住在的“中国城II,establishatownofonesown建立了他们自己的城镇II,keepuponesculture保持着自己的文化II,establishthefilmindustry建立的电影行业II，havethesecondlargestJewishpopulation拥有第二大的犹太人口II，atthe

25、beginningofthe20thcentury在20世纪初期II，workintheshipandaircraftindustries在船厂和飞机厂工作II，inmorerecentdecades在最近的几十年里II，sinceitsbeginninginthe1970从20世纪70年代开始II，themixofnationalities多种国籍的混合II，majorracialorculturalgroups主要的种族或文化群体II，amixtureofmanyracesandcultures多种族、多文化的混合体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