Unit 1 A land of diversity备课资料（说课）
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| 名称 | Unit 1 A land of diversity备课资料（说课） |  | |
| 格式 | rar | ||
| 文件大小 | 88.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2011-11-13 16:59:24 | ||
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(共27张PPT)
Unit One
Azhen Wu
Qingyuan High School
Outline:
1. 单元教学目标
2. 教学目的和要求
3. 教材分析
4. 课时分配
5.分课时评述
单元教学目标
2
Talk about history and geography of the USA.
Practise how to ask questions and make comments .
Talk about the geography, climate, population and culture of a region.
Write an introduction to places .
Review the usage of Noun Clauses.
教学目的和要求
1.语言知识和技能
2. 情感态度
3.
4. 文化意识
学习策略
2
1.语言知识和技能
话题、功能、词汇、语法 (见教参P.1)
重点句子：
1. However, it is likely that Native Americans were living in California... P2
2. Of the first Spanish to go to..., the majority were... P2
3. That is why... P2
4. Some died or returned home, but... P2
5. Although Chinese immigrants..., it was the building of... P2
6. It is believed that before long... P3
7. Built in 1873... was invented by... P8
8. It’s a... that takes in... P8
9. He was noticed by... and to find... P51
10. He spoke publicly about..., using his fame to help... P51
2.情感态度
开阔学生的国际视野，培养他们对多元文化的正确态度，形成各民族之间平等和尊重的意识。
3.学习策略
1. 学习电话交谈的交际策略，如通过评价、提问等表示自己在听对方讲话。
2. 学习面对面交谈的交际策略，如观察对方的表情，运用身体语言等确保语言交流的顺利进行。
4
4.文化意识
1.了解美国的地理常识,如所处的位置,国境中的山脉、 河流等。
2.了解加利福尼亚州的历史及其多元文化的成因。
3.了解美国爵士乐之父Louis Armstrong的生平。
教材分析
本单元以“地域文化”为话题, 主要围绕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。通过本单元学习，丰富了学生的世界地域文化知识，开扩视野;培养了学生热爱祖国、热爱大自然、保护名胜古迹、造福人类的高尚情操。
教材分析
教材分析
Warming up
要求学生查阅美国地图，讨论有关美国地理方面的知识，为下一步的学习做好热身准备。
Listening
围绕加利福尼亚州这个话题设计练习。练习形式多样，有听录音回答问题、填写明信片等，容易使学生产生身临其境之感。
Speaking
是一个任务型教学活动，共创设了二个情景：①两个学生背靠背模拟电话对话，谈自己去过的地方的人文、地理和气候等；②一生扮演记者采访另一个学生有关中国具有多元文化的城市或省会。这些情景都要用到介绍某一名胜古迹和人文景观的有关语言和提问及做出评价的词和句。这一部分设计是在“听力”部分的信息输入的基础上，训练学生的口语输出能力。
Pre-reading
要求学生讨论有关加利福尼亚州的几张图片，叙述加州的土著人、金矿工和中国城等情况。了解当地风土人情、民俗文化,引发学生对加利福尼亚州的兴趣。
Reading
分别介绍了美洲土著人、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，使学生进一步认识到加州是一个多民族、多文化的地方，并对加州的变化、发展过程有更深的了解。
Comprehending
要求学生在理解课文的基础上，根据时间顺序写出发生在加州的重大历史事件，并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。该部分强调学生的合作学习，有助于培养学生的创新意识。
Language study
关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法, 以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。
Integrating skills
通过对学生听说读写综合能力培养，要求学生在了解相关知识的基础上，阅读并改写部分游记；想象自己在某地度假，给朋友发一封电子邮件或寄一张贺卡介绍该地区的相关情况。
2
课时分配
Period 1 Reading
Period 2 Language study
Period 3 Grammar
Period 4 Integrating skills
Period 5 Extensive reading
2
Period 1 Warming up & Reading
strait, Spain, majority, Catholic, Mexico, immigration, percentage, Denmark, Danish, aircraft, Korea, Korean, Pakistan, Pakistani, mix, mixture, nationality, racial, the Bering, by means of, the Pacific Islands, make a life
However, it is likely that Native Americans were living in California... P2
Of the first Spanish to go to..., the majority were... P2
That is why... P2
Some died or returned home, but... P2
Although Chinese immigrants..., it was the building of... P2
It is believed that before long... P3
Enable the students to explain the reasons why California is such a multicultural community in the 21st century so that they can improve their reading and comprehending ability.
将warming up作为reading的导入。Warming Up, Pre-reading, Reading和Comprehending四部分，都是关于美国加利福尼亚州简介的内容，整合为一节精读课。
1. Warming up & pre-reading
2. Skimming
3. Scanning
4. Comprehending
5. Retelling
Period 2 Language study
Master the use of some key words and expressions.
Enable the students to practise an important vocabulary learning strategy—guessing the meaning of a word from the text.
Get the students to know the word formation by adding suffixes and learn to use the key words and expressions in different situation.
Learning about Language中的Discovering useful words and expressions 以及Workbook中的USING WORDS AND EXPRESSIONS 都是关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法, 以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。通过同根词词性转换、句子填空和语篇填空复现等练习加强运用。
Help the students to review the use of noun clauses as subject ,object and predicative.
Periods3 Grammar
Enable the students to identify the different types of the Noun Clauses and learn to use them.
Learning about Language中的Discovering useful structures和Workbook中的USING STRUCTURES，都是有关名词性从句的用法的讲解与练习，整合为一节语法课。
1.Review the noun clauses.
2.Exercises
Period 4 Integrating skills
Master some key words and phrases.
Help students learn how to talk about places
Enable the students to know how to write an email or a postcard.
Enable the students to know how to write an email or a postcard and get them to know how to use some key phrases in their passage.
Step 1 Revision
Step 2 Word study
SteUsing Language中的Reading and writing, Listening and speaking，都是与假日旅游相关的知识，整合为一节综合课。
1.Listening (Choose one task on page 6)
2.Speaking about the listening materials
3.Reading
4.Writing
Period 5 Extensive reading
Help the students learn how to find the topic of each paragraph to practise reading skills.
Enable the students to find the topic of each paragraph and find the clue to show the important events.
Practise reading skills to improve comprehending ability.
Workbook中的LISTERNING TASK and READING TASK，都是关于新奥尔良以及爵士乐及其创始人等相关内容, 整合为一节泛读课。
1.Enjoy a film about New Orleans. (Pre-reading)
2.Skimming (P 52 ,EX 1)
3.Scanning(P52,Ex 2)
Unit One
Azhen Wu
Qingyuan High School
Outline:
1. 单元教学目标
2. 教学目的和要求
3. 教材分析
4. 课时分配
5.分课时评述
单元教学目标
2
Talk about history and geography of the USA.
Practise how to ask questions and make comments .
Talk about the geography, climate, population and culture of a region.
Write an introduction to places .
Review the usage of Noun Clauses.
教学目的和要求
1.语言知识和技能
2. 情感态度
3.
4. 文化意识
学习策略
2
1.语言知识和技能
话题、功能、词汇、语法 (见教参P.1)
重点句子：
1. However, it is likely that Native Americans were living in California... P2
2. Of the first Spanish to go to..., the majority were... P2
3. That is why... P2
4. Some died or returned home, but... P2
5. Although Chinese immigrants..., it was the building of... P2
6. It is believed that before long... P3
7. Built in 1873... was invented by... P8
8. It’s a... that takes in... P8
9. He was noticed by... and to find... P51
10. He spoke publicly about..., using his fame to help... P51
2.情感态度
开阔学生的国际视野，培养他们对多元文化的正确态度，形成各民族之间平等和尊重的意识。
3.学习策略
1. 学习电话交谈的交际策略，如通过评价、提问等表示自己在听对方讲话。
2. 学习面对面交谈的交际策略，如观察对方的表情，运用身体语言等确保语言交流的顺利进行。
4
4.文化意识
1.了解美国的地理常识,如所处的位置,国境中的山脉、 河流等。
2.了解加利福尼亚州的历史及其多元文化的成因。
3.了解美国爵士乐之父Louis Armstrong的生平。
教材分析
本单元以“地域文化”为话题, 主要围绕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。通过本单元学习，丰富了学生的世界地域文化知识，开扩视野;培养了学生热爱祖国、热爱大自然、保护名胜古迹、造福人类的高尚情操。
教材分析
教材分析
Warming up
要求学生查阅美国地图，讨论有关美国地理方面的知识，为下一步的学习做好热身准备。
Listening
围绕加利福尼亚州这个话题设计练习。练习形式多样，有听录音回答问题、填写明信片等，容易使学生产生身临其境之感。
Speaking
是一个任务型教学活动，共创设了二个情景：①两个学生背靠背模拟电话对话，谈自己去过的地方的人文、地理和气候等；②一生扮演记者采访另一个学生有关中国具有多元文化的城市或省会。这些情景都要用到介绍某一名胜古迹和人文景观的有关语言和提问及做出评价的词和句。这一部分设计是在“听力”部分的信息输入的基础上，训练学生的口语输出能力。
Pre-reading
要求学生讨论有关加利福尼亚州的几张图片，叙述加州的土著人、金矿工和中国城等情况。了解当地风土人情、民俗文化,引发学生对加利福尼亚州的兴趣。
Reading
分别介绍了美洲土著人、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，使学生进一步认识到加州是一个多民族、多文化的地方，并对加州的变化、发展过程有更深的了解。
Comprehending
要求学生在理解课文的基础上，根据时间顺序写出发生在加州的重大历史事件，并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。该部分强调学生的合作学习，有助于培养学生的创新意识。
Language study
关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法, 以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。
Integrating skills
通过对学生听说读写综合能力培养，要求学生在了解相关知识的基础上，阅读并改写部分游记；想象自己在某地度假，给朋友发一封电子邮件或寄一张贺卡介绍该地区的相关情况。
2
课时分配
Period 1 Reading
Period 2 Language study
Period 3 Grammar
Period 4 Integrating skills
Period 5 Extensive reading
2
Period 1 Warming up & Reading
strait, Spain, majority, Catholic, Mexico, immigration, percentage, Denmark, Danish, aircraft, Korea, Korean, Pakistan, Pakistani, mix, mixture, nationality, racial, the Bering, by means of, the Pacific Islands, make a life
However, it is likely that Native Americans were living in California... P2
Of the first Spanish to go to..., the majority were... P2
That is why... P2
Some died or returned home, but... P2
Although Chinese immigrants..., it was the building of... P2
It is believed that before long... P3
Enable the students to explain the reasons why California is such a multicultural community in the 21st century so that they can improve their reading and comprehending ability.
将warming up作为reading的导入。Warming Up, Pre-reading, Reading和Comprehending四部分，都是关于美国加利福尼亚州简介的内容，整合为一节精读课。
1. Warming up & pre-reading
2. Skimming
3. Scanning
4. Comprehending
5. Retelling
Period 2 Language study
Master the use of some key words and expressions.
Enable the students to practise an important vocabulary learning strategy—guessing the meaning of a word from the text.
Get the students to know the word formation by adding suffixes and learn to use the key words and expressions in different situation.
Learning about Language中的Discovering useful words and expressions 以及Workbook中的USING WORDS AND EXPRESSIONS 都是关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法, 以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。通过同根词词性转换、句子填空和语篇填空复现等练习加强运用。
Help the students to review the use of noun clauses as subject ,object and predicative.
Periods3 Grammar
Enable the students to identify the different types of the Noun Clauses and learn to use them.
Learning about Language中的Discovering useful structures和Workbook中的USING STRUCTURES，都是有关名词性从句的用法的讲解与练习，整合为一节语法课。
1.Review the noun clauses.
2.Exercises
Period 4 Integrating skills
Master some key words and phrases.
Help students learn how to talk about places
Enable the students to know how to write an email or a postcard.
Enable the students to know how to write an email or a postcard and get them to know how to use some key phrases in their passage.
Step 1 Revision
Step 2 Word study
SteUsing Language中的Reading and writing, Listening and speaking，都是与假日旅游相关的知识，整合为一节综合课。
1.Listening (Choose one task on page 6)
2.Speaking about the listening materials
3.Reading
4.Writing
Period 5 Extensive reading
Help the students learn how to find the topic of each paragraph to practise reading skills.
Enable the students to find the topic of each paragraph and find the clue to show the important events.
Practise reading skills to improve comprehending ability.
Workbook中的LISTERNING TASK and READING TASK，都是关于新奥尔良以及爵士乐及其创始人等相关内容, 整合为一节泛读课。
1.Enjoy a film about New Orleans. (Pre-reading)
2.Skimming (P 52 ,EX 1)
3.Scanning(P52,Ex 2)