英语 Book8Unit1ReadingCalifornia的教学设计

附件：教学设计方案模版教学设计方案课程Book8Unit1ReadingCalifornia的教学设计课程标准本课课型为阅读课。根据全日制普通高中英语教学大纲和教材对阅读课的要求，即通过阅读课文，激发学生对读英语的兴趣，培养阅读的技能，使用阅读策略。在教学过程的设计中，注重充分调动学生的积极性，使学生自主学习，让学生成为问题的“发现者”，然后学生与学生进行合作性的探究，让老师成为问题的“点拨者”教学内容分析本节课是一节阅读课，在Pre-reading要求学生讨论有关加利福尼亚州的几张图片，了解当地风土人情、民俗文化。在Reading这一部分主要介绍了加利福尼亚州人口及民族、种族构成、融合、变迁的历史。目的是让学生通过学习，了解加州不仅是美国人口最多的州，同时也是民族、种族最多、文化最为多元的州，并能分析讨论新世纪加州为什么会成为多种文化交织的共同体的原因，从而在训练学生阅读技巧的同时也培养他们的跨文化意识。教学目标KnowledgeObjectives(知识目标)Makethestudentsmasterthefollowingwords,phrasesandsentencepatterns.Importantwords(重点单词)strait,immigration,percentage,mix,mixture,nationality,racialImportantphrases(重点词组)Bymeansof,thePacificImportantsentencepatterns（重点句型）WhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,However,itislikelythatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.AbilityObjectives(能力目标)LearnsomedetailedinformationaboutthehistoryofCalifornia.DeveloptheSs’somebasicreadingskillsthroughreadingactivities.TraintheSs’speakingability(talkabouttheimportanteventsinCaliforniahistory).EmotionalObjectives(情感目标)TraintheSs’abilitytocooperatewithothers.WidentheirknowledgeandcultivatetheSs’cross-cultureconsciousnesssoastoimprovetheirowndevelopment.学习目标学情分析本节课的教学对象是高二的学生。他们的词汇量约为2000~2500。他们具备一定的阅读能力和历史地理知识，同时他们有着丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力，学生学习主动性较强，能够积极配合老师的指令完成本堂课的学习任务。另外，在第一课时的学习中，学生查阅美国地图，讨论有关美国地理方面的知识，为本节课的学习做好热身准备。重点、难点1.Haveagoodunderstandingofthetextthroughtheexercises.2.DeveloptheSs’somebasicreadingskills.3.Learnthewordsandphraseslistedabove.教与学的媒体选择PPT，多媒体，黑板课程实施类型偏教师课堂讲授类偏自主、合作、探究学习类备注教学活动步骤序号1Step1.LeadinPurpose:TobringinthetopicGuessingGame----givingoutsomehints,gettheSstoguesswhichstateoftheU.S.Aitis.2Step2.Pre-readingPurpose:ToarouseSs’interestinlearningaboutCaliforniahistory.Showthreegroupsofpictures,andencouragetheSstodiscusshoweachgroupofpicturesisrelevanttothehistoryofCalifornia.Afterthediscussion,asktheSstopresenttheirownopinioninclass.3Step3.Reading Purpose:TodeveloptheSssomebasicreadingskills.TogetSstohaveagoodunderstandingofthetext.1.FastreadingPurpose:Togetabriefunderstandingofthetext.GettheSstoscanthepassagequicklyandfindoutthemainideas.RemindtheSstopayattentiontothefirstparagraph,theheadingintherestofthetext,andthefirstandthelastsentenceofeachparagraph.T:Whatdoesthepassagemainlyabout?S:ThepassageismainlyaboutthehistoryofCalifornia.4DetailedreadingPurpose:TograspthedetailsofthetextsothattheycanhaveagoodunderstandingandtalkabouttheimportanteventsinCaliforniahistory.(1)DividethewholetextintofivepartsandgettheSstoreadpartbypartandfinishtheexercise.(2)ReadPartOne(Paragraph1)andfillintheform.AreaThethirdlargeststateintheU.S.APopulationOver30million(thelargestintheU.S.A)CultureThemostmulticulturalstateintheU.S.A(3)ReadPartTwo(Paragraph2)andanswertwoquestions.Q1:WhowerethefirstpeoplearrivinginCalifornia?A:AsiaQ2:WhenandhowdidtheyarriveinCalifornia?A:TheycrossedtheBeringStraitfromAsiatoAlaska15,000yearsago.(4)ReadPartThree(Paragraph3~5)withpartneranddothetrueorfalseexercises.ThereisstillastrongSpanishinfluenceinCaliforniabecauseithadbeenruledbySpainformorethanonecentury.(T)TheU.S.AgotbackCaliforniafromSpain.(F)CaliforniaalreadybecameamulticulturalsocietyinGoldRushPeriod.(T)ItwastheSouthAmericansandChinesewhocametoCaliforniafirstwhengoldwasdiscoveredinitin1848.(F)FurtrappersfromRussiabegansettlinginCaliforniaintheearly1800s.(T)(5)ReadPartFour(Paragraph6)aloudandfillintheform.StagePeopleTimeEventLaterarrivals

Africans1800s

MovefromMexicoChinese1860s

Builttherailway

JapaneseEarly20th

Workedasfarmers

Danish1911

Establishedatown

JewishBy1920s

Developedfilmindustry

ItaliansLate1900s

Fishedandmadewine

Africans1942~1945

Workedinshipandaircraftindustries(6)ListentotheMP3aboutPartFive(Paragraph7&8)andfillintheblank.Fordecades,CaliforniahasbecomehometothepeoplefromAsia.Now,Attractedbytheclimateandlifestlye,peoplestillimmigratetoCaliforniafromallovertheworld.Itisbelievedthatinthefuturetherewouldbenomajorracialandculturalgroups,butamixtureofmanyracesandcultures.5Step4.Languagestudy(语言学习)Therearesomeusefulwordsandexpressionsthestudentsshouldlearntouseinthepassage:达:)bymeansof…:用……办法，借助②themajorityof+n.后可用不可数名词，也可用可数名词复数,谓语动词由后面的名词决定。③makealife开始新生活，习惯于新的生活方式④Itislikelythat---⑤WhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,…宾语从句=theplacethatwenowknowasCalifornia.定语从句⑥Itisbelievedthat---…………教学活动详情教学活动1：*******活动目标1.Haveagoodunderstandingofthetextthroughtheexercises.2.DeveloptheSs’somebasicreadingskills.3.Learnthewordsandphraseslistedabove.解决问题EnabletheSs’totalkabouttheimportanteventsinCaliforniahistory.技术资源Ablackboard,aprojectorandacomputerformultimedia常规资源Ablackboard,aprojectorandacomputerformultimedia活动概述BeginitlikethisR:Goodmorning,Mr/Ms…ThankyouforcomingtotalktousaboutthehistoryofCalifornia.

G:Oh,I’mhappytobehere.…R:……G:……(5)Doanexamplewithastudents.R:Goodmorning,Mr/Ms…ThankyouforcomingtotalktousaboutthehistoryofCalifornia.G:Oh,I’mhappytobehere.R:CaliforniaisthemostmulticulturalstateintheU.S.A.doesitmeansCaliforniacontainsmanypeoplefromdifferentpartoftheworld?G:Yes,itdoes.R:ThenwhowerethefirstpeoplearrivinginCalifornia?G:ScientistsbelievetheywereAsianswhocrossedtheBeringStraitfromAsiatoAlaska.R:DidtheyliveahappylifewhentheyarrivedCalifornia?G:Generallyspeaking,theydidn’t.R:Why?Whathappenedtothem?G:Inthe16thcenturyafterthearrivaloftheEuropeans,thousandsofthemwerekilledorforcedintoslavery.Besides,manydiedfromthediseasesbroughtbyEuropeans.(6)Givesomeminutesto