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視頻課題：人教版英語選修八unit1 a land of diversity reading河南大學附屬中學
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人教版英語選修八unit1 a land of diversity reading河南大學附屬中學
Teaching Plan: Book 8 Unit 1 A land of diversity
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【Teaching Plan】
Unit 1 A land of diversity
—Warming-up and Reading
New Senior English for China
Student’s Book 8
所屬學科： 高中英語
課程： 人教版選修8 Unit2 Reading 適用對象： 高二學生
Teaching Plan: Book 8 Unit 1 A land of diversity
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Unit 1 A land of diversity
Warming-up and Reading : California
I. Background:
California is a reading material in Unit 1 of the Student’s Book 8. As the first reading material in this unit, first, it is used to help the students develop their reading skills, and it is also a good material which contains much information about California. Therefore, I design it as a warming-up and reading lesson.
II. Five-Dimensional Teaching Goals : Knowledge Goals：
● Enable students know some basic knowledge about California.
Ability Goals：
● Enable students to develop some basic reading skills.
● Improve their speaking ability and cooperative ability.
Learning Strategy Goal:
●
Use the Guess before reading to help students guess the main idea of one passage by the title, pictures and some given information .
Cultural Awareness Goal:
● Enable students to know more about the history of California to broaden their
horizons.
Emotional Goal:
● Enable students to learn something from the true meaning of diversity.
Ⅲ. Teaching Important Points:
● Enable students learn more about the basic knowledge about California. ● Improve students’ reading ability.
IV. Teaching Difficult Points:
● Enable the students to understand the reading passage by different reading skills.
Teaching Plan: Book 8 Unit 1 A land of diversity
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● Enable the students to summarize the brief history of different immigrants in California by using information in the text.
V. Teaching aid:
● A multi-media computer and a blackboard
VI. Teaching methods:
● Task-based teaching and learning
● Cooperative learning and discussion
VII. Teaching procedures: Step 1 Lead-in (Class work , 2mins)
1> Begin the class by asking students some brainstorming questions:
T: Do you know the meaning of the word “diversity” in the title of this unit? Ss may have different answers and then show them a picture with many different colors on it to explain the exact meaning of the word diversity.
T: Diversity means a range of different things, like skin colors, cultures and so on. 2>T: When I say a place or a country is a land of diversity, which country will you think of?
Ss: America; USA；the United States
Step 2 Warming-up (Class work, 7 mins)
1>T: Here is a map of America. Please find out what the eight numbers refer to? Ss: 1. Pacific Ocean 2. Atlantic Ocean 3. Canada
4. Mexico
5. Rocky Mountains 6. the Mississippi River 7. Great lakes
8. Washington D. C.
2>T: There are fifty states in America and one of them is most famous and developed. Do you know the name of the state? Ss: California
3>T: Yesterday I have assigned you some homework to look up some information about California on the Internet. Who would like to share what you’ve found with
Teaching Plan: Book 8 Unit 1 A land of diversity
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us?
Choose one student to come to the front and give a brief introduction about California.
(This step aims at attracting the students’ interest in California, and enable them to get familiar with some basic knowledge about California and finally lead to the reading passage.)
Step 3: Reading
Task 1. Fast reading for the general idea and structure ( individual work, 8 mins)
1>Ask students to look at the title of the reading passage, and guess what topic of the text will be or which aspect the passage will take about. Then ask them which paragraph they should focus on if they want to get a quick grasp of the passage. Students may give their ideas and then ask them to read the first paragraph and find out two key words.
The _________and ________ of California. Suggested answers: history; culture
2>Ask students to look at the rest part of the passage and pay more attention to the seven subtitles, and divide them into two parts and find out the main idea of each part.
(This task is designed to train the students to read the text fast so as to get the general
Teaching Plan: Book 8 Unit 1 A land of diversity
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idea and teach them the skill of finding out the main information in a short period of time.)
Task 2. Careful reading for detailed information( individual and group work, 17 mins)
1>Before students read the text for the second time, ask them to look through the questions on the screen and try to find out the answers during reading.
Then get the students to scan the text. Meanwhile, go among them to see if they have any questions.
1. Many Californians speak Spanish because ______________________________ 2. All the people became rich in the gold rush.(T/F)
3. Chinese came to California in 19th century for ___________________________ 4. “The industry boom attracted Europeans including many Jewish people. ”What does “boom” mean here? 5. It can be inferred that_______.
A. European and Jewish people came to make films in Hollywood, California. B. people from Mexico came to work in the ship and aircraft industries. C. Indians and Pakistanis are good at making
computers.
D. there will be more racial or cultural groups because more people are coming to California.
Suggested answers:
1. the state was once ruled by Spain.
2. F Few the people became rich in the gold rush. 3. the building of the railway network 4. It means a state of prosperity(繁榮). 5. D
2>Then ask the students to pay more attention to the second part of the passage and divide them into six groups and read the related paragraphs again to find out the immigration history in California. After reading, ask each group to choose one student as a representative and report what they’ve found to the whole class and let students make a summary together.
Teaching Plan: Book 8 Unit 1 A land of diversity
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(The goal of this task is to enable the students to read the text carefully to grasp the specific information and also to teach them some skills of doing reading comprehension)
Step 4: Discussion (team work, 6 mins)
Ask Ss to work in groups and discuss the question:
What are the advantages and disadvantages of being a land of diversity? Then ask students to share their ideas and make some explanations if necessary. (The aim of this step is to check whether they have totally absorbed what they have learned. What’s more, students are encouraged to speak English. )
Step 5: Consolidation (class work, 4 mins)
At the end of the class, summarize what students have learned in this class and show
them a sentence which explains the true meaning of diversity, and encourage them to keep the true meaning of diversity and the sentence “Whether you will end up in a multicultural place or not in the future, please remember to embrace diversity” in mind.
(The aim of this step is to help students get an overall understanding of what they learn in this class and inspire them to learn something from the true meaning of diversity. )
Step 6: Homework
1. If you’re one of the three Californians whose forefathers are native Americans , gold miners and Chinese, make up a dialogue with your partner about your forefather’s history of immigration.
Teaching Plan: Book 8 Unit 1 A land of diversity
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2. Write a short passage about the advantages and disadvantages of living in a multicultural community.
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