unit1Alandofdiversity教学设计.docx
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unit1Alandofdiversity教学设计.docx
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unit1Alandofdiversity教学设计
BOOK8Unit1Alandofdiversity
教学设计
教学内容分析:
本单元主要围绕了具有多元文化的美国这一主题展开,其中重点介绍了加利福尼亚州的多元文化特征。
本单元有助于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的基础.
本单元所涉及的要点:
通过了解美国的多元文化特征,培养学生跨文化交际意识;通过对加州移民的深入了解,使学生认识到“美国是民族的熔炉”;掌握本单元教学目的和要求中词汇的用法;掌握在书面表达中如何使用“方向和位置”来介绍一个地方和描述一个事件,以及鼓励别人说话的方法;掌握名词性从句的具体用法。
Period1WarmingupandReading
Teachinggoals
1.EnablethestudentstotalkaboutthingsabouttheUSA.
2.HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.
Teachingimportantanddifficultpoints
LearnthehugediversityofracesandculturesinCalifornia。
Teachingmethods
Fastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork。
Teachingaids
Amap,ablackboardandacomputer
Teachingprocedures
Step1Warmingup.
1.AskthestudentstodescribewhattheylearnabouttheUSA.
2.Groupwork:
lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmanyofthefollowingasyoucan.Compareyournameswithothergroups。
Answerkey:
Oceanontheeastcoast:
AtlanticOcean
Oceanonthewestcoast:
PacificOcean
CountrytothenorthofUSA:
Canada
CountrytothesouthofUSA:
Mexico
Mountainrangeinthewest:
RockyMountains
GreatLakes:
Superior,Michigan,Huron,ErieandOntario
LongestriverintheUSA:
MississippiRiver
Someimportantcities:
NewYork,WashingtonDC,LosAngeles,SanFrancisco,NewOrleans
Step2Pre—reading
1.AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc。
WhatdoyoulearnaboutCalifornia?
2.ShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.
Picture1:
LifeofNativeCalifornianIndians
Picture2:
ACaliforniangoldmineraround1849
Picture3:
AtraditionalChinesebuildinginSanFrancisco’sChinatown
Step3Fastreading
1.Readthroughthepassageandgetthemainidea。
2.Readingcomprehension.
Askthestudentsthefollowingquestions:
1)Whenyoulookatthetitle,whatsoyouthinkof?
Alandofdifferences.Californiaisalandofgreatdifferences—differencesinclimate,inlandscapeandattitude.
2)WhyistheUSAcalledameltingpot?
TherearemanyimmigrantstotheUSAandtherearemanyculturesandnationalities.Soitisaplaceinwhichpeople,ideas,etcofdifferentkindsgraduallygetmixedtogether。
3.BesideeachdatenotedownanimportanteventinCalifornianhistory。
Step4Detailreading
Besideeachculturalgroup,writetheperiodinwhichtheyfirstcametoCaliforniainlargenumbers.
Culturalgroups
Periods
Culturalgroups
Periods
Russians
early1800s
Japanese
Early1900s
Chinese
Late1840s/early1850s
Cambodians
Fromaboutthe1970s
Africans
1800s
Koreans
Fromaboutthe1970
Italians
Late1800s
Danish
1911
Jewish
1920s
Pakistanis
Fromaboutthe1970s
Step5Post-reading
WhyisCaliforniainthe21stcenturysuchamulticulturalcommunity?
(Using3or4sentencestoexplain.)
ThestateofCaliforniaisamulticulturalcommunitybecauseEuropean,AfricanandAsianpeoplehavebeenimmigratingtothestateforthelast200years.Beforetheirarrival,NativeAmericanpeoplehadlivedthereforthousandsofyears.PeoplefromallovertheworldarestillcomingtosettleinCaliforniabecauseofitsgoodclimateandthelifestyleitoffers.
Step6Homework
Finish“Learningaboutlanguage”onpage4。
Period2Languagepoints
Teachingaims:
1.Learnexpressionsandphrases。
2.Learnlanguagepoints。
Teachingimportantpoints:
Languagepoints
Teachingmethods:
Presentationandpractice
Teachingprocedures
Step1Revision
Retellthepassage
Step2phrases
thethirdlargeststate
第三大州
Amulticulturalstate
一个具有多种文化的州
Bymeansof
通过……工具
Inprehistorictimes
Inaddition
另外
diefrom
死于……
Inthe18century
在18世纪
Fightagainst
反对…..而战争
Themajority
大多数
Gainindependence
获得独立
Achieveone’sdream
实现某人的梦想
Makealife(forsb)
谋生
Step3Languagepoints
1。
means:
amethodorawayofdoing。
方式,方法,手段(但复数同形)
Translate:
一切可能的办法都试过了。
Allpossiblemeanshavebeentried.
=Everypossiblemeanshasbeentried。
bymeansof:
byusing依靠,凭借
2.occur:
comeintosb’smind(想起,想到)
happen,takeplace(发生)
1)Whendidtheaccidentoccur?
发生
2)Agoodideaoccurredtomeallatonce.想到
3.multi-前缀,是“多,多方面,多方向”的意思
multi-coloured
多色的
multi—racialcountry
多种族国家
multi—media
多媒体
multiparty
多党
multipartysystem
多党制
multi—purpose
多种用途
思维拓展:
mono-前缀:
one,single单
e。
g.:
amonolingualdictionary(单语词典)
bi—前缀:
two,twice,double双
e.g。
:
abilingualdictionary(双语词典)
4.Declarev.宣告,声称,宣称,申报
translatethefollowingsentences
1)Warwasdeclaredontheenemy。
2)Shedeclaredthatsheknewnothingaboutit.
3)Haveyouanythingtodeclare。
declareoneself
发表态度
declarewaron/upon
宣战
declareagainst
声明反对
declarefor
声明支持
5。
Keepup:
保持,坚持,持续
1)Themanageraskedtheworkerstokeepupthework。
2)Therainkeptupfortwodaysandtheroadswereflooded。
Step4Exercises:
translation
1.我就是想不起他的名字.(occur)
Hisnamejustdidn’toccurtome.
2.他宣称他是正确的.(declare)
Hedeclaredthathewasright.
3。
鼓起勇气,成功就属于你.(keepup)
Keepupyourcourage,andsuccesswillbeyours。
4。
他虽然不会说话,但能通过手势让别人知道他的意思.(bymeansof)
Hecouldn’tspeak,butmadehimselfunderstoodbymeansofsigns.
Step5Homework
Reviewthelanguagepoints。
Period3Grammar
Teachingaims
1.EnablethestudentstousetheNounClausesasthesubject,object,predicativeandappositive。
2.HelpthestudentslearnhowtousetheNounClauses。
Teachingimportantanddifficultpoints
Differthenounclauses。
Teachingmethods
Analysisandhavesomediscussions.
Teachingprocedures
Step1Preparation
Askthestudentstounderlinethenounclausesinthefollowingsentences.Thentellwhattypesofnounclausestheyare。
1)WhethernativeAmericansarrivedinCalifornia15,000yearsagoor14,000yearsagoisnotimportant.Subjectclause(主语从句)
2)ThefactthattheyarrivedalongtimebeforeEuropeansiswhatmatters。
Appositiveclause(同位语从句)&Predicativeclause(表语从句)
3)IbelievethatthenativeAmericansweretreatedbadlywhenthefirstEuropeanscame.Objectclause(宾语从句)
Step2Discussion
AskthestudentstodiffertheNounClausesasthesubject,object,predicativeandappositive.
名词性从句
特征
主语从句
宾语从句
表语从句
同位语从句
Step3Analysis
1.高考考查热点:
1)名词性从句的语序(陈述句语序);
2)几对重要关联词的区别:
whether\if,what\that,what\whatever,who\whoever,etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句;
4)根据具体情景选用适当的关联词。
2.根据例句,讨论:
1)whether\if的区别
I.Pleasetellmeif/whetheryouwillgotothelecturestomorrow。
II.Italldependsonwhethertheskywillclearup.
III。
Thequestioniswhetherthefilmiswellworthseeing.
IV.WhetherhewillbewelltomorrowI’mnotsure。
V.Whetheritistrueremainsaproblem。
A.引导宾语从句,位于及物动词后
B。
引导宾语从句,位于介词后
C.引导宾语从句,放句首
D.引导表语从句,主语从句或同位语从句
whether:
A,B,C,D
if:
A
2)What\that的区别
I.Ithinkthatitisunnecessaryformetospeaklouder。
II。
Hismotherissatisfiedwithwhathehasdone。
III.Thathewasabletocomemadeushappy.
IV。
Thisiswhatmakesusinterested。
V.ThereasonwasthatTodhadneverseenthemillion—poundnotebefore.
所引导的从句中是否缺主语、表语或宾语
汉语意义
能否省略
What
缺
什么;所……的东西、事情
否
that
不缺
无意义
宾语从句中能省略
3)who\whoever;what\whatever的区别
I.ThespokenEnglishcompetitioniscoming。
Whowillattendthemeetinghasn’tbeendecidedyet.
II.Ibelievewhoevertakespartinthecompetitionwilltryhisbest。
III。
Canyoutellmewhatyouwouldliketoorder?
IV.Whateverhappens,don’tbesurprised.
V。
Allthefoodhereisdelicious。
Justorderwhateveryoulike.
名词性从句
让步状语从句
Who
表示“谁”
/
Whoever
表示“…的任何人”
表“不论谁"
What
表“什么,所…的东西、事情”
/
Whatever
表“…的任何东西"
表“无论什么"
4)常见的it作形式主语的结构
I.Itisafactthathewonthematch。
II.ItisnecessarythatwedostudytheEnglish.
III.Itisknowntoallthatlighttravelsinstraightlines.
IV.Itseemedthathewouldcomehere.
基本句型结构
常用词语
Itis+名词+that从句
Itisafact/ashame/apity/nowonder/goodnews/…that…
Itis+形容词+that从句
Itisnecessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为(should)+动词原形
Itis+过去分词+that从句
Itissaid/reported/decided/known/…that…
It+不及物动词+that从句
Itseemed/happened/doesn’tmatter/hasturnedout/…that…
Step4Practice
1)Exs。
3&4,StudentsBookP5
2)Makesentencesusingnounclausesasthesubject,object,predicativeandappositive.
Step5Homework
1.Reviewwhatwehavelearnttoday.
2。
Translatesentences:
1)显而易见,英语很重要。
(主语从句)
2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句)
4)问题是我们下一步该怎么做.(表语从句)
Period4Listeningandspeaking
Teachinggoals
Traintheirlisteningandspeakingabilities。
Teachingimportantanddifficultpoints
Helpthestudentstotalkaboutposition,spaceanddirectionandillustratewaysthatlistenersindicatethattheyarelisteningtothespeaker.
Teachingmethods
Pairworkandgroupwork,discussionandcooperation
Teachingaids
Arecorder,acomputer,andablackboard
Teachingprocedures
Step1Listening
1.Thefirsttimethestudentslistentothetapetheyareexpectedtolistenforthegistonly。
ReadEx1onpage6withstudentssothattheyknowwhattolistenforandplaytherecordingrightthroughwithoutstopping。
4GeographicareasofCalifornia
2WhereGeorge’stourstarted
3CalifornianotasGeorgeexpected
1WhereGeorgeisnow
5Californianpeople
2.Readthepostcardonpage6withstudentsandaskthemtorecallthemissinginformation。
Thenplaythetaperightthroughwhilestudentslistenforthemissingdetails。
Playittwiceifnecessaryandthencheckanswersbyplayingthetapeagainandstoppingwhenthe
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