2014-2015學(xué)年高中英語(yǔ) Unit 1 A land of diversity教學(xué)設(shè)計(jì)2 新人教版選修

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1、 Unit 1 A land of diversity 第一部分 《金色教案》教學(xué)設(shè)計(jì)說(shuō)明 About the topic and the structures 單元話題和結(jié)構(gòu) 本單元主要圍繞具有多元文化的美國(guó)這一主題展開(kāi)，重點(diǎn)介紹了加利福尼亞的多元文化特征，使學(xué)生對(duì)加州移民有深入了解并認(rèn)識(shí)到“美國(guó)是民族的熔爐”。通過(guò)本單元學(xué)習(xí)，培養(yǎng)學(xué)生跨文化交際意識(shí)，進(jìn)一步拓寬視野，為終身學(xué)習(xí)奠定良好基礎(chǔ)。通過(guò)本單元的語(yǔ)言技能訓(xùn)練，要求學(xué)生掌握書(shū)面表達(dá)中如何使用“方向和位置（direction and position）來(lái)介紹一個(gè)地方或描述一個(gè)事件，以及鼓勵(lì)別人說(shuō)話的方法。 本單元語(yǔ)言功能項(xiàng)

2、目是：激勵(lì)、方向和位置。 本單元語(yǔ)言結(jié)構(gòu)項(xiàng)目是“復(fù)習(xí)名詞從句作主語(yǔ)、賓語(yǔ)和表語(yǔ)”。 本單元還要求學(xué)生學(xué)習(xí)寫(xiě)作“非時(shí)間順序報(bào)道：地點(diǎn)描寫(xiě)”。 《金色教案》教學(xué)設(shè)計(jì)在單元課時(shí)劃分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí)/三課型劃分”。但在實(shí)際教學(xué)過(guò)程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對(duì)課本、對(duì)《金色教案》教學(xué)設(shè)計(jì)重新劃分課時(shí)，裁剪、拼接使用提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照《金色教案》提供的“實(shí)際教學(xué)過(guò)程課時(shí)劃分建議”進(jìn)行教學(xué)。 Period 1 Reading 閱讀課 Warming Up 課本用一幅美國(guó)地圖啟發(fā)學(xué)生運(yùn)用他

3、們已有的知識(shí)，以看圖填充形式引導(dǎo)學(xué)生對(duì)美國(guó)的地理位置有個(gè)全面的認(rèn)識(shí)，同時(shí)有助于學(xué)生弄清楚加利福尼亞州在美國(guó)所處的位置，美國(guó)西部山脈、五大湖、最長(zhǎng)河流及主要城市等。讓學(xué)生通過(guò)英文釋義得出具體地名然后填圖，有利于培養(yǎng)學(xué)生用英文思維的能力。教師也可以采用本書(shū)提供的Warming up by talking about California進(jìn)行熱身活動(dòng)。 Pre-reading 通過(guò)Pre-reading by discussing，學(xué)生觀察圖片（包括“閱讀”部分的圖），敘述加州的土著人、金礦工和中國(guó)城的情況，進(jìn)行討論，為后面的閱讀做鋪墊。 Reading 介紹了加利福尼亞州的美洲土著人、西班牙人

4、、俄羅斯人、金礦工人、后來(lái)移民、最近移民與未來(lái)移民，使學(xué)生進(jìn)一步認(rèn)識(shí)到加州是一個(gè)多民族、多文化的地方，并對(duì)加州的變化、發(fā)展過(guò)程有了更深的了解。 2 / 16 教師可以參考使用本書(shū)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

5、 account 幫助學(xué)生從形式到內(nèi)容兩方面掌握課文、活用課文。 Period 2 Learning about language 知識(shí)課 Learning about Language 課堂輔導(dǎo)應(yīng)該貫徹講練結(jié)合，精講多練的原則，教師的講解應(yīng)該幫助學(xué)生比較確切地了解語(yǔ)法規(guī)則的概念、結(jié)構(gòu)和用法，要突出語(yǔ)法現(xiàn)象中的難點(diǎn)、疑點(diǎn)和重點(diǎn)。適量的練習(xí)可以幫助學(xué)生在語(yǔ)言實(shí)際的實(shí)踐中逐步掌握符合語(yǔ)法規(guī)則的語(yǔ)言表達(dá)方式。教師可以參考使用本書(shū)提供的下列程序: Warming up by talking about Hollywood; Learning about English word forma

6、tion and discovering useful words and collocations; Revising Noun Clauses ; Closing down by watching The Incredibles, a Hollywood movie Period 3 Using language 運(yùn)用課 Using Language課本圍繞加利福尼亞州這個(gè)話題設(shè)計(jì)練習(xí)?！盠istening and speaking”練習(xí)形式活潑多樣，有聽(tīng)錄音、填寫(xiě)明信片、填寫(xiě)表格、討論、問(wèn)答活動(dòng)等，容

7、易使學(xué)生產(chǎn)生身臨其境之感。此外，練習(xí)還要求學(xué)生變換角色編對(duì)話，增強(qiáng)語(yǔ)言的交際性?！癛eading and writing”部分以“George’s diary”為主線設(shè)計(jì)了豐富多彩的練習(xí)，使人目睹加州美麗的自然風(fēng)光和人文景觀，領(lǐng)略加州文化。本部分把讀、寫(xiě)有機(jī)地結(jié)合在一起，并注重培養(yǎng)學(xué)生的語(yǔ)篇意識(shí)，注重學(xué)生綜合語(yǔ)言運(yùn)用能力的提高。建議教師參考使用本書(shū)提供的下列程序進(jìn)行教學(xué): Warming up by listening and reading aloud; Reading for forms; Copying and making sentences; Making sentences of

8、Noun Clauses ; Closing down by reading and writing travel diaries。 實(shí)際教學(xué)過(guò)程課時(shí)劃分建議 Period 1 將Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一節(jié) “閱讀課”。 Period 2 將Learning about language 和Workbook中的 USING WORDS AND COLLOCATIONS、USING STRUCTURES 整合在

9、一起上一節(jié)“語(yǔ)言知識(shí)課”。 Period 3 將Using language 設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。 Period 4 將Workbook 的READING AND LISTENING和TALKING整合在一起上一節(jié)“聽(tīng)說(shuō)課”。 Period 5 將Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合為一節(jié)“綜合技能課（二）”。 第二部分 教學(xué)資源說(shuō)明 Section 1 Background 背景 圍繞單元話題“Festival aroun

10、d the world”，《金色教案》提供了幾則語(yǔ)言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫(xiě)、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。 Section 2 Explanation 解析 重點(diǎn)針對(duì)“閱讀課型”中的課文難句，《金色教案》不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點(diǎn)話題為線索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語(yǔ)言形式”的教學(xué)。 Section 3 Vocabulary 詞匯 按照課本單元詞匯表順序，《金色教案》重點(diǎn)提供動(dòng)詞、短語(yǔ)搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完

11、全可以直接用于教學(xué)。 第三部分 教學(xué)測(cè)評(píng)說(shuō)明 圍繞單元詞法、句法項(xiàng)目，《金色教案》提供了長(zhǎng)短不一的“單元教學(xué)測(cè)評(píng)”，并備有參考答案供教師使用。有些測(cè)評(píng)題目直接源于歷年高考試卷，更具有說(shuō)服力和實(shí)用性。 Part 1 Teaching Design 第一部分 教學(xué)設(shè)計(jì) Period 1 A sample lesson plan for reading (CALIFORNIA) Introduction In this period, after the warming up, students will be guided to pre-read by discuss

12、ing, 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 writing a history account. Objectives To help students understan

13、d the text’s forms and contents and learn about a land of diversity To help students communicate on the topic in focus with the words, collocations and structures learned in this unit Focus Words illustrate, indicate, swap, slip, hire, insert, react Collocations by means of, occur to, team up

14、with, mark out, take in, a great many Patterns 1. 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 California to the United States. 3. Althoug

15、h 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. 4．Now that you have read the text, you know a lot more about the pictures on pages 1-3. Aids

16、Multimedia facilities, tape-recorder, photos, diagrams Procedures 1. Warming up by talking about California California 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 lowe

17、st 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 is "The Golden St

18、ate" 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 discussing Look at the pictures on page 1. Discuss them in pairs. The famous Hollywood sign, a symbol of the citys world famous enter

19、tainment 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 of hi

20、gh tech businesses. 3. Reading for forms Read 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 sentences A collocation is two or more words that often go together. These combin

21、ations 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 possib

22、le. Reading is an excellent 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

23、 blocks of language and copy them out into your Collocation Book. Useful collocations from CALIFORNIA the third largest state in the USA美國(guó)第三大州, have the largest population人口最多, the most multicultural state in the US 美國(guó)最具多元文化的州, know the history of California了解加州的歷史, at various times 在不同的時(shí)代, attrac

24、t… from… 吸引了來(lái)自……的…, it is likely that… 很有可能……, at least fifteen thousand years ago 至少在15,000年以前, by means of… 通過(guò)……, a land bridge 大陸橋, exist in prehistoric times史前時(shí)期曾經(jīng)存在過(guò)， in the 16th century 在16世紀(jì)，after the arrival of … 在……來(lái)到……之后, force… into slavery 迫使……成奴隸, in addition 此外, die from… 死于……, survive

25、 the terrible times 經(jīng)歷著些恐怖時(shí)期而活了下來(lái), be ruled by… 被……所統(tǒng)治, in the early 16th century 在16世紀(jì)初期, fight against…與……打仗, take the land 奪去了土地, two centuries later 兩個(gè)世紀(jì)以后, along the northwest coast of… 在……西北沿海地區(qū)， religious men 宗教人士, teach the Catholic religion to… 向……傳授天主教， gain one’s independence from… 從……獲得了

26、獨(dú)立, declare war on… 向……宣戰(zhàn), lose the war 戰(zhàn)敗, a strong…influence in… 在……仍保持……的影響, over 40% of … 有40%多的……, speak…as a first or second language 把……作為第一或第二語(yǔ)言, in the early 1800s 在19世紀(jì)初期, live in and around… 住在……及附近， the dream of becoming rich quickly 發(fā)財(cái)夢(mèng), achieve one’s dream of becoming rich 圓了發(fā)財(cái)

27、夢(mèng), make a life for oneself 過(guò)自己的生活， become the thirty-first state 成為第31個(gè)州, a multicultural society一個(gè)多元文化的社會(huì), during the Gold Rush Period在淘金熱時(shí)期, from the west to the east coast 從西海岸到東海岸，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“中國(guó)城”, estab

28、lish a town of one’s own建立了他們自己的城鎮(zhèn), keep up one’s culture 保持著自己的文化, establish the film industry 建立的電影行業(yè), have the second largest Jewish population 擁有第二大的猶太人口, at the beginning of the 20th century 在20世紀(jì)初期, work in the ship and aircraft industries 在船廠和飛機(jī)廠工作, in more recent decades 在最近的幾十年里, since its

29、beginning in the 1970 從20世紀(jì)70年代開(kāi)始， the mix of nationalities 多種國(guó)籍的混合, major racial or cultural groups主要的種族或文化群體, a mixture of many races and cultures多種族、多文化的混合體 5. Transferring information Now you are going to the text again to note down the most important events in the California history. CALIFOR

30、NIA Native Americans Native Americans living in California at least fifteen thousand years ago; crossing the Bering Strait from Asia to Alaska by means of a land bridge; in the 16th century the native People suffering greatly The Spanish In the18th century, California being ruled by Spain; fir

31、st arriving in South America in the early 16th century; two centuries later, the Spanish having settled in most parts of South America and along the northwest coast of what we now call the Untied States; there being still a strong Spanish influence in the state Russians In the early 1800s, Russian

32、 fur trappers settling in California; today there being about 25,000 Russian-Americans living in and around San Francisco Gold minors In 1848, gold being discovered in California; the nearest, and the first to arrive being were South Americans, and people from the United States; adventurers

33、from Europe, then later from Asia and even the Pacific Islands arriving soon after; California becoming the thirty-first state of the United States of America in 1850, being a multicultural society Later arrivals the building of the railway from the west to the east coast bringing larger numbers o

34、f Chinese to California in the 1860; Italians arriving in California in the late 19th century; in 1911 immigrants from Denmark establishing a town of their own; by the 1920s the film industry being well established in Hollywood，California; today California being the second largest Jewish population

35、in the United States; Japanese farmers arriving in California at the beginning of the 20th century; people from Africa living in California since the 1800s Most recent arrivals In more recent decades, California having become home to people from Asia, including Cambodian, Koreans, Vietnamese and L

36、aotians The future People from different parts of the world still immigrating to California 6. Reading the text again to draw a diagram of it and retell the story in your own words Most texts have a three-part structure—introduction, body, and conclusion. You can see this structure in texts whet

37、her they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the text plays an important role in communicating writer’s meaning to the reader. Now read the text for its structure and draw a text diagram. Retell the text story with the help of the diagram if poss

38、ible. Type of writing and summary of CALIFORNIA A expository writing of CALIFORNIA Part 1:Native Americans ● Native Americans living in California at least 15,000 years ago Part 2: The Spanish ● In the18th century, California being ruled by Spain; ● The Spanish first arriving in South

39、America in the early 16th century Part 3: Russians ●In the early 1800s, Russian fur trappers settling in California Part 4: Gold minors ●In 1848, gold being discovered in California Part 5: Later arrivals ●Chinese coming to California in the 1860; Italians arriving in California in the late

40、19th century Part 6: Most recent arrivals ●In more recent decades, California becoming home to people from Asia Part 7: The future ●People still immigrating to California CALIFORNIA The third largest state in the USA with the largest population Native Americans living in California

41、at least fifteen thousand years ago In the18th century California ruled by Spain In the early 1800s, Russian fur trappers, settling in California In 1848, gold miners coming from all over the world Later arrivals: Chinese, Italians, immigrants from Denmark, Europeans and Jewish people, Japanese

42、farmers, people from Africa Most recent arrivals: people from Asia, including Cambodian, Koreans, Vietnamese, Laotians, Indians and Pakistanis The future: the mix of nationalities 7. Closing down by writing a history account To end this period you are to write a history account of your own c

43、ity. You are required to use the collocations from the text you have just learned this period. The brief history of Guangzhou Guangzhou is the third largest city in China. And it not only has the third largest population in the country, but also is the most multicultural city. Few people in the No

44、rth know the history of Guangzhou. At various times, people have been attracted from all overt China to this beautiful city. The first people arrived here the pre-history years. It is likely that, at least fifteen thousand years ago, the northern people had crossed the Changjiang River to come to th

45、is city by means of small boats which had been existing in prehistoric times. In the 16th century，people here suffered greatly from both flooding and drought. Many of them were forced into slavery. In addition, many died from terrible illnesses. But the strongest survived the terrible times. … … 希望對(duì)大家有所幫助，多謝您的瀏覽！