人教版高中英语选修8Unit1Alandofdiversity教学设计与反思.docx
《人教版高中英语选修8Unit1Alandofdiversity教学设计与反思.docx》由会员分享，可在线阅读，更多相关《人教版高中英语选修8Unit1Alandofdiversity教学设计与反思.docx（11页珍藏版）》请在冰点文库上搜索。
人教版高中英语选修8Unit1Alandofdiversity教学设计与反思
人教版高中英语选修8Unit1Alandofdiversity教学设计与反思
Unit1Alandofdiversity
I．教学内容分析
本单元的中心话题是美国第三大州——加利福尼亚。
本单元的两篇文章分别采用两种写作手法来让读者了解加利福尼亚的具体情况。
WarmingUp部分以填图的形式让学生对美国的地理有一个初步的认识，同时也让他们了解加利福尼亚州的位置，为学习阅读文章做准备。
这部分可以以小组活动的形式进行，努力调动学生讨论的积极性，以达到热身的效果。
Pre-reading部分让学生观看加州的土著人、金矿工和中国城的图片，并多针对这些图片进行讨论，激发学生对加利福尼亚的兴趣。
Reading部分是详细介绍加州居民和移民的历史，更加形象地使学生认识到“美国是民族的熔炉”。
LearningaboutLanguage部分突出了词汇和语法的学习与训练。
本单元的语法是名词性从句的具体用法。
UsingLanguage部分中包括了听、读、写三个部分的内容，是本单元主要篇章的有力补充和辅助。
学生可从乔治的旅游过程中了解加州的旅游景点，以及其文化、习俗和人们的生活状况。
该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。
其中写作部分是训练学生选取和组织材料的能力——通过思考，写出叙述合理且思路清晰的电子邮件或者明信片。
LearningTip指导学生掌握和别人交谈时的技巧，以及鼓励别人说话的方法。
II．教学重点和难点
1.教学重点
（1）本单元教学目的和要求中的生词和短语；
（2）掌握运用名词性从句的具体用法；
（3）了解加利福尼亚移民的特点以及加州的人文、历史等。
2.教学难点
（1）了解美国文化的多元化特征，培养学生跨文化交际的意识，提高他们自身的素质；
（2）学会使用“方向和位置”来介绍一个地方或描述一个事件，以及鼓励别人说话的方法；
（3）学写有关介绍国家或城市等的说明文。
Pre-reading,Reading&Comprehending
TeachingGoals:
1.ToreviewwhatSshavealreadyknownaboutCalifornia?
2.TodevelopSs’somebasicreadingskills.
3.ToarouseSs’interestinlearningaboutthehistoryofpeopleinCalifornia.
4.TohelpSslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.
TeachingProcedures:
Step1.Pre-reading
Purpose:
ToarouseSs’interestinlearningaboutAmericaninhabitants.
1.Showsomepictures,andencourageSstogiveasmuchinformationaspossible.
2.AskSstoillustratesomethingaboutCalifornia.Thenletthemdiscussingroupswhateachpicturemeans.
SuggestedAnswers:
Picture1:
LifeofNativeCalifornianIndians
Picture2:
ACaliforniangoldmineraround1849
Picture3:
AtraditionalChinesebuildinginSanFrancisco’sChinatown
Picture4:
NativeAmerican
Picture5:
ASpanishmonk
Picture6:
AfricanAmericans
3.GetSstotalkfreelywiththeirpartnersaboutwhateachpictureisaboutandhoweachonerelatestoCalifornia.Aftertalking,askthestudentstopresenttheirownopinionsinclass.
SuggestedAnswers:
Picture1:
AnativeAmericanIndian—oneofthefirstpeopletoliveinCalifornia.
Picture2:
Agoldminer—thediscoveryofgoldinCaliforniacreatedagoldrushwhichbroughtpeoplefromallovertheworldtoCalifornia.
Picture3:
AbuildinginChinatown,SanFrancisco—manyChinesehavesettledinCaliforniaandmanyofthemliveinChinatowninSanFrancisco.
Picture5:
ItshowsusaCatholicreligiousmanwhocametoCaliforniatoteachthenatives.Intheearly16thcentury,Spanishfoughtagainstthenativepeople,tooktheirlandandsettledinCalifornia.
Picture6:
SomanyAfricanAmericanswerehavingclassesintheschool.In1924,theUnitedStatesCongressgaveNativeAmericansthesamerightsasothercitizensforthefirsttime.Schoolsegregationanddiscriminationinhousingwerebanned,butAfricanAmericansstillencounteredprejudiceandhostility.
Step2.Reading
Purpose:
TogetSstoknowhowtoskimforthegist.
TogetSstoknowthebriefhistoryfocusingonthesettlementofthestateofCalifornia.
ToletSslearnhowtoorganizeanexpositorywriting.
1.Leading-in
Purpose:
Toarousestudents’interestinthetextandencourageSstoimaginethecontentofthetext.
AskSstolookatthepicturesandanswerthequestions.
（1）HowmanybeautifulscenesdoyouknowinCalifornia?
（2）WhatinformationaboutCaliforniahaveyoulearnedtillnow?
2.Fastreading
Purpose:
Togetabriefunderstandingofthetext.
Teamwork:
（1）AskSstoreadthefirstparagraphandtheheadingsintherestofthetext.Thenaskthemtofindouttherelativetimeaboutthesettlementofthepeople.TellSstopaymoreattentiontothefirstandthelastsentenceofeachparagraph.Thenletthemfillintheformaccordingtothetext.
Immigrants
Time
NativeAmericans
Atleastfifteenthousandyearsago
TheSpanish
Inthe18thcentury
Russians
Intheearly1800s
GoldMiners
In1848
Chinese
Inthe1860s
Italians
Inthelate19thcentury
Danish
In1911
Jewish
Inthe1920s
Japanese
Atthebeginningofthe20thcentury
Cambodians,Koreans,Vietnamese,Laotians,IndiansandPakistanis
Fromabout1970s
（2）AskSstoreadthetextquicklyandworkinpairsandtrytotellwhichofthefollowingstatementsaretrueandwhicharefalseandwhy.
①CaliforniaisthelargeststateintheUSAbuthasthethirdlargestpopulation.
②ManyCaliforniansspeakSpanishbecausetheythinktheSpanishlanguageisbeautiful.
③SouthAmericansandpeoplefromtheUnitedStateswerethefirsttoarriveinCaliforniatorushforgold.
④DuringtheGoldRushPeriodmanyChineseimmigrantarrivedinCaliforniaonlytofindgold.
⑤IndiansandPakistanisaregoodatmakingcomputers.
SuggestedAnswers:
①F②F③T④F⑤T
3.Intensivereading
（1）AskSstotakethequizbelowandaccordingtothequestions;seewhetherSscangraspthedetailsofthetext.
①Whatdoesthetextmainlytalkabout?
A.ThehistoryofCalifornia.
B.ThelargepopulationofCalifornia.
C.ThepeopleofCalifornia.
D.TheclimateandlifestyleofCalifornia.
②HowdidCaliforniabecomeastateofAmerica?
A.MexicogainedindependencefromSpain.
B.MexicolosttheAmerica-MexicowarandthengaveittotheUSA.
C.SpainlosttheSpain-Americawar.
D.SpaingaveittotheUSAasagift.
③Whichofthefollowingstatementsisnottrue?
A.Alotofpeoplebecamerichinthegoldrush.
B.Mostpeoplediedinthegoldrush.
C.Afterthegoldrush,mostpeoplesettledinCaliforniaalthoughdidnotfindgold.
D.ThefirsttoarriveinCaliforniaforgoldwereEuropeans.
④What’sthemainreasonthatChineseimmigrantscametoCalifornia?
A.Forgold.
B.Forthebuildingoftherailway.
C.Toopenrestaurants.
D.ToliveintheChinatown.
⑤WhyhasCaliforniaattractedsomanypeople?
A.Goldwasdiscoveredhere.
B.Ithasattractiveclimateandlifestyle.
C.Manypeoplecameheretomakeafortune.
D.Alloftheabove.
SuggestedAnswers:
①A②B③C④B⑤D
（2）AskSstoreadthetextcarefullyandtrytogetmoredetailsfromthetextandthenfinishEx2onP3.
（3）AskSstomakeasummaryaccordingthefollowingtips.
NativeAmericanstheSpanishRussiansGoldminerslaterarrivals
mostrecentarrivalsthefuture
（4）AskSstousetheirownwordtoconcludewhyCaliforniainthe21stcenturyissuchamulticulturalcommunity.
SuggestedAnswers:
ThestateofCaliforniaisamulticulturalcommunitybecauseEuropean,AfricanandAsianpeoplehavebeenimmigratingtothestateforthelast200years.Beforetheirarrival,NativeAmericanpeoplehadlivedthereforthousandsofyears.PeoplefromallovertheworldarestillcomingtosettleinCaliforniabecauseofitsgoodclimateandthelifestyleitoffers.
4.Languagepoint
Purpose:
TotrainSs’listeningabilityandlanguagecapacity.
（1）Ssaredividedintofourgroups.Eachgroupissupposedtoreadthrougheachpart,andthenfindthefollowingphrases.
thethirdlargeststateamulticulturalstate
itislikelythat…bymeansof
inprehistorictimesinaddition
diefromfightagainst
themajoritygainindependence
becamepartofdeclarewaron
makealife（forsb）alargepercentage
keepupatthebeginningof
becomehometothemixofnationalities
（2）ExplainsomeimportantsentencesforSs.
①ThisisnotsurprisingwhenyouknowthehistoryofCalifornia,which,atvarioustimes,hasattractedpeoplefromnearlyeverycountryintheworld.
②ExactlywhenthefirstpeoplearrivedinwhatwenowknowasCalifornia,noonereallyknows.
③However,itislikelythatNativeAmericanswerelivinginCaliforniaatleastfifteenthousandyearsago.
④ItwasthebuildingoftherailwayfromthewesttotheeastcoastthatbroughtevenlargernumberstoCaliforniainthe1860s.
⑤In1911immigrantsfromDenmarkestablishedatownoftheirown,whichtodaystillkeepsupitsDanishculture.
⑥Itisbelievedthatbeforelongthemixofnationalitieswillbesogreatthattherewillbenomajorracialorculturalgroups,butsimplyamixtureofmanyracesandcultures.
Step3.Homework
1.AskSstorecitethenewwords,usefulexpressionsandimportantsentencesinthetext.
2.HaveSssurftheinternettolearnmoreaboutCalifornia.
3.AskSstofinishEx1andEx2ofLearningaboutlanguageonP4.
4.AskSstotrytofinishtheexercisesofUsingWordsAndExpressionsonP48.
教学实践与思考
经过教学实践，我体会到要精心设计一堂阅读课，教师要在课前必须花大量的时间和精力对课的类型、主题、结构等诸因素作充分的考虑和研究。
要精心设计输入材料的长度、信息的密度、低频率词汇出现的数量等；
要把阅读的重心放在发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、分析问题和解决问题的能力，特别要注重提高学生用英语进行思维和表达的能力。
同时还要考虑学生对背景知识的理解程度、自信心、学习动力以及已有的知识经验等。
在设计阅读活动任务时要考虑任务的难度等级。
通过多媒体课件制作等激发学生的学习热情，使材料由抽象转化为具体、形象，降低学生的难度。
虽然利用多媒体上课，课堂容量大，密度高，且具体直观，活动的
事物容易引起学生的兴趣，增强学生的参与意识，从而提高课堂效果。
但由于课件是事先准备好的，教师的课堂组织教学以及教学活动只能受限于课件，所以课堂上显得比较呆板，缺乏激情，无法发挥，也不好拓展
升级会员 