英語(yǔ)高一知識(shí)點(diǎn)教案七篇

第英語(yǔ)高一知識(shí)點(diǎn)教案七篇英語(yǔ)高一知識(shí)點(diǎn)教案七篇

英語(yǔ)高一知識(shí)點(diǎn)教案都有哪些？學(xué)生的語(yǔ)法、詞匯及會(huì)話(huà)技能構(gòu)建的關(guān)鍵時(shí)期;處于機(jī)械記憶階段，學(xué)得快忘的也很快，語(yǔ)言應(yīng)用能力不強(qiáng);開(kāi)始需要面對(duì)學(xué)?？荚嚨膲毫ΑＯ旅媸切【帪榇蠹?guī)?lái)的英語(yǔ)高一知識(shí)點(diǎn)教案七篇，希望大家能夠喜歡！

英語(yǔ)高一知識(shí)點(diǎn)教案【篇1】

閱讀是高中階段英語(yǔ)教學(xué)的重頭戲。閱讀教學(xué)的目的包括兩方面：一是讓學(xué)生學(xué)習(xí)并掌握一定的語(yǔ)言知識(shí)；二是發(fā)展一定的技能和策略，培養(yǎng)學(xué)生用英語(yǔ)獲取和處理信息的能力。閱讀是一個(gè)語(yǔ)言與思維相互作用的過(guò)程。因此，教學(xué)設(shè)計(jì)的好壞對(duì)教師的教學(xué)效果和對(duì)培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力都會(huì)產(chǎn)生很大的影響。

教學(xué)設(shè)計(jì)的目的是獲得解決問(wèn)題的方法，時(shí)刻體現(xiàn)“以學(xué)生為本”的思想，以開(kāi)發(fā)學(xué)生的學(xué)習(xí)潛能，促進(jìn)學(xué)生的全面發(fā)展為最終目的。教師怎樣在閱讀課上既能突出閱讀理解這一中心，又能達(dá)到為學(xué)生的學(xué)習(xí)服務(wù)的目的呢？下面，談?wù)勎业囊恍┙虒W(xué)實(shí)踐情況。

一、精心設(shè)計(jì)切入點(diǎn)，構(gòu)建有趣的學(xué)習(xí)情境

導(dǎo)入是承上啟下和溫故知新的必然途徑，是吸引學(xué)生注意力和激發(fā)學(xué)習(xí)興趣的教學(xué)措施，是上好一節(jié)課的重要環(huán)節(jié)。進(jìn)行導(dǎo)入活動(dòng)時(shí)，教師要根據(jù)學(xué)生的學(xué)習(xí)情況、心理特點(diǎn)和閱讀材料的內(nèi)容，設(shè)計(jì)能激起求知欲的導(dǎo)入。例如，在教學(xué)SEFCBook2Unit5的“TheBandThatWasn’t”一課時(shí)，我們用多媒體圖片配以相應(yīng)的音樂(lè)進(jìn)行導(dǎo)入。通過(guò)對(duì)這些圖片的提問(wèn)和描述，自然導(dǎo)入新課話(huà)題，導(dǎo)入內(nèi)容與新知識(shí)聯(lián)系緊密。這樣學(xué)生就會(huì)有閱讀的興趣。

二、抓住重點(diǎn)，構(gòu)建積極探究的學(xué)習(xí)情境

一篇文章是一個(gè)思想連貫的語(yǔ)言整體，既有完整的思想，又有完整的結(jié)構(gòu)。整體呈現(xiàn)課文更有助于提高閱讀能力。仍然以“TheBandThatWasn’t”一課為例，導(dǎo)入新課后，我們給出導(dǎo)讀性理解題。如，

（1）Whichtwomusicalbandsarementionedinthepassage？

（2）Whendid“TheMonkees”breakupandwhendiditreunite？

（3）Whywas“TheMonkees”successfulintheend

讓學(xué)生速讀全文。理解大意后，我們從語(yǔ)篇結(jié)構(gòu)入手，梳理文章，然后依據(jù)其線(xiàn)索，設(shè)計(jì)內(nèi)容連貫、主體結(jié)構(gòu)突出的理解題。在閱讀理解的過(guò)程中，不同層次的閱讀測(cè)試練習(xí)題滿(mǎn)足了不同程度學(xué)生的需要，極大地調(diào)動(dòng)了全體學(xué)生的積極主動(dòng)性。

三、掌握時(shí)機(jī)，處理好語(yǔ)言點(diǎn)

生詞是閱讀中的障礙。有些生詞適宜在導(dǎo)入時(shí)呈現(xiàn)；有些適宜在閱讀后查閱詞典；有些可以在閱讀中讓學(xué)生猜測(cè)詞義。如，本文里的“breadup”一詞，我們?cè)陂喿x中給學(xué)生呈現(xiàn)幾個(gè)相關(guān)含義的句子，讓學(xué)生在觀察語(yǔ)言現(xiàn)象的基礎(chǔ)后歸納，然后做適量練習(xí)加以鞏固。

四、展示亮點(diǎn)，構(gòu)建合作的學(xué)習(xí)情境

學(xué)生已熟悉了語(yǔ)言材料，積累了語(yǔ)言知識(shí)。我們不妨就本課相關(guān)內(nèi)容展開(kāi)討論。討論就是交流，它能增進(jìn)師生之間的了解，有利于及時(shí)發(fā)現(xiàn)學(xué)習(xí)中存在的問(wèn)題，培養(yǎng)學(xué)生配合、協(xié)作的意識(shí)，使學(xué)生進(jìn)行發(fā)散性和創(chuàng)造性的思維活動(dòng)。討論是對(duì)閱讀材料學(xué)習(xí)的延伸，是一種有意義的信息輸出過(guò)程，是閱讀教學(xué)環(huán)節(jié)中的一個(gè)重點(diǎn)。在討論活動(dòng)設(shè)計(jì)中，我們要善于挖掘教材中豐富的文化信息和思想內(nèi)容，所提出的問(wèn)題不僅可以涉及所學(xué)課文的一般事實(shí)，同時(shí)也肩負(fù)起思想教育的功能。如，本文我們?cè)O(shè)計(jì)了這樣的討論題“DoyouthinkListeningtomusicisgoodwhenyouarestudying？”和“Whyorwhynot？”我們鼓勵(lì)學(xué)生發(fā)表自己的見(jiàn)解，為學(xué)生創(chuàng)設(shè)自由、寬松的討論氛圍，讓每個(gè)小組組織自己的語(yǔ)言，然后讓各組代表發(fā)表自己的看法，充分調(diào)動(dòng)學(xué)生的參與、合作意識(shí)，培養(yǎng)學(xué)生的創(chuàng)造性，使其將所學(xué)的語(yǔ)言知識(shí)轉(zhuǎn)化為語(yǔ)言交際能力。課后讓學(xué)生把討論的內(nèi)容寫(xiě)成書(shū)面表達(dá)，為本節(jié)課畫(huà)上一個(gè)圓滿(mǎn)的句號(hào)。

英語(yǔ)高一知識(shí)點(diǎn)教案【篇2】

第一部分：熱身

快速應(yīng)答：

1.Howareyougoingtoschooleveryday

2.Thankyouverymuchforyourhelp.

3.Wouldmindmyopeningthewindow

4.Whatdaywasityesterday

5.Whatstheweatherliketoday

第二部分：朗讀

口語(yǔ)朗讀技巧：

1.聲調(diào)與降調(diào)

IhavethreeEnglishbooks,twoChinesedictionariesandfivepens.DoyouhaveamapinyourhandYes,Ido.

2.連讀：將前一個(gè)單詞最后的輔音與后一個(gè)單詞開(kāi)頭的.元音連在一起朗讀。halfanhourranoutofnotatall

3.失爆：當(dāng)相鄰兩個(gè)爆破音在一起時(shí)，往往給前面一個(gè)爆破音留一個(gè)位置，但不

爆破，稍停隨即發(fā)后面的爆破音，這種現(xiàn)象稱(chēng)為“失爆”。hotbaththenextdayagooddealofIdon’tbelieveIdon’tknowIwanttosay

朗讀練習(xí)：

1.Asmarthousewifewastoldthattherewasakindofstovewhichwouldonly

consumehalfofthecoalshewasburning.Shewasveryexcited,andsaid:Thatllbeterrific!Sinceonestovecansavehalfofthecoal,ifIbuytwo,nocoalwillbeneeded!

2.Thelittleboydidnotlikethelookofthebarkingdog.

Itsallright,saidagentleman,dontbeafraid.Dontyouknowtheproverb:Barkingdogsdontbite

Ah,yes,answeredthelittleboy.Iknowtheproverb,butdoesthedogknowtheproverb,too

英語(yǔ)高一知識(shí)點(diǎn)教案【篇3】

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

(1)理解文章結(jié)構(gòu)、段落大意、重要信息。

(2)了解新聞報(bào)道的文體特征。

(3)培養(yǎng)學(xué)生有效的閱讀技巧和學(xué)習(xí)策略。

(4)培養(yǎng)學(xué)生勇于面對(duì)困境，克服困難，解決問(wèn)題的情感態(tài)度價(jià)觀。

(5)培養(yǎng)學(xué)生成為自主學(xué)習(xí)的人。

教學(xué)重難點(diǎn)

教學(xué)目標(biāo)

(1)理解文章結(jié)構(gòu)、段落大意、重要信息。

(2)了解新聞報(bào)道的文體特征。

(3)培養(yǎng)學(xué)生有效的閱讀技巧和學(xué)習(xí)策略。

(4)培養(yǎng)學(xué)生勇于面對(duì)困境，克服困難，解決問(wèn)題的情感態(tài)度價(jià)觀。

(5)培養(yǎng)學(xué)生成為自主學(xué)習(xí)的人。

教學(xué)過(guò)程

Step1Warming-upandlead-in(5mins)

(1)圖片導(dǎo)入

教師展示國(guó)外名校的照片，激發(fā)學(xué)生對(duì)于留學(xué)海外的興趣，以此導(dǎo)入到本課的課題。

T:Morning,class.Beforewebegintoday’slesson,I’dliketoappreciatesomepictureswithyou.

①HaveyouseenthebuildingbeforeIt’stheShard,thehometothebestoffices,restaurantsandeventhetopuniversityWarwick.

②WhatisthisIt’sagymnasiumofUniversityofDuke,whohasjustwonthechampionofNCAA.

③WhataboutthisItisthelibraryofUniversityofMichigan,justlikeascenefromtheHarryPotterMovie.

④DoyouknowthisuniversityYes,itisUniversityofCambridge.Somanybeautifulpictures,nowondermanyexcellentgraduatesarewillingtogoabroadforfurtherstudy.Theytakegreatpainstorealizetheirdreams,butdoesbeingadmittedmeantheendofchallengeHopethistextcangiveusanswers.

(2)檢查作業(yè)

教師通過(guò)作業(yè)檢查，了解學(xué)生通過(guò)課前預(yù)習(xí)對(duì)文章的了解程度，幫助學(xué)生掌握文章大意，同時(shí)也培養(yǎng)學(xué)生的閱讀策略。

T:Yesterday,youwereaskedtopreviewthetext.NowIwillcheckyourhomeworktoseeifyouhavegotthebasicinformation.Whoisthegirl(XieLei).Whereisshenow(London)Whatisshedoingthere(studying)Howlonghasshebeenthere(6months)Whatisthetitleofthetext(Keepitup,XieLeiChinesestudentfittinginwell)Whatisthegeneralideaofthetext(It’saboutagirlwhoovercamedifficultiesandadaptetothenewenvironment.)

Great!Allofyouhavedoneanexcellentjob.Youhavegotthegeneralideathroughyourpreview.Canyoufindthephrasesimilarto“adaptto”onthescreen(fitinwell)Ifsomeoneovercamedifficulties,probablywewouldsaytothem…(keepitup).Good!Besidesthetitle,whatelsecantellusthatXieLeihasfittedinwell(Hersmile)Yes,andprobablyfromhervictorygesture.Sowecanseethatforareallylongpassagetitleandpicturecanhelpustogetthegeneralideaquickly.

Step2Skimming(10mins)

找出文章框架結(jié)構(gòu)及段落大意。

教師通過(guò)引導(dǎo)學(xué)生分析文章結(jié)構(gòu)找出段落大意，從而對(duì)文章有了總體的把握，以便于細(xì)節(jié)閱讀的開(kāi)展。

T：Whenwereadapassage,fouraspectsareveryimportant:generalidea,structure,importantinformationandthewritingstyle.Sinceyou’vegotthegeneralidea,wearegoingtofocusontheotherthree.Pleaseopenyourbookandturntopage38.

DidXieLeiknowthatshewasgoingtofacesomanydifficultiesbeforeshestudiedabroad(No)Howcouldyouknow(shedidn’twhattoexpect.)Howdidshefeelthen(excitednervous)Soweknowthatparagraph1isaboutthesituationbeforesheleftChina.Inwhatorderdoyouthinkthetextisorganized(timeorder)CouldyoufollowthecluetodividetherestofthetextintoseveralpartsYouaregivenfiveminutes.

PartIIisfromparagraph2toparagraph5,whichisaboutthesituationatthebeginning.PartIIIisparagraph67,whichtellsusthesituationnowandfuture.DoyouknowwhyweshouldgetthestructureofapassageBecausewhenyoureadalongpassage,itiseasyforyoutoforgettheinformation.Onceyou’vegotthestructure,youcangetaclearpictureofthetextsothatgetthemainidea.Nowtrytofillintheblanktogetmoreinformationaboutthetext.

Step3Carefulreading(20min)

細(xì)讀文章捕捉文章重要信息。

教師引導(dǎo)學(xué)生了解文章重要內(nèi)容，從而深層理解文章所要傳遞的信息。

T:Nowlet’scomedowntosomedetailedinformation.DoyouknowwhyatextneedthedetailTomakethetextvividandconvincing.InordertoshowhowXieLeiovercamethedifficulties,whatdetailsareneeded(thedifficulties)Yes.(howshesolvedit)Yes,thesolution.Andtomakeitconvincing,youshouldtellpeoplewhatbenefityougotfromthesituation.Sonowreadthetextonceagainandanswerthreequestions:1.whatwasherproblemFindoutthebeautifulsentencesaboutherproblem.2.Howdidshesolvetheproblem3.Whatbenefitdidshegetfromthesituation.

Whatishertroubleinlife(shehadtolearnalmosteverything)HaveyouseenthebeautifulsentencesabouthertroubleHowdidshefeelthen(feellikeachild)Whatdidshedothen(livewithahostfamily,whogaveheralotofadvice)adviceaboutwhat(newculture,idiom,andbringcomforttoher)NowIwouldliketoshowyousomesituationsandpleasedecideinwhichsituationcanXieLeiturntoherhostfamilyandwhy.(…)Inyouropinion,whatbenefitdidXieLeigetfromthesituation(shebecomesstrong,confident,independent,experienced…)

Great!Let’slookathertroubleinstudy.What’sherproblem(essay)Howdidshedealwithitthistime(tutor)Hertutorgavehersomeadviceaswell.Howmanypiecesofadvice(Four)Howcouldyougettheanswersoquickly(First…Besides…Then…Finally)Whatbenefitdidsheget(Improvedhermarkandbecameanautonomouslearner)

Allofyouhavedoneanamazingjob!Butdoyouknowthemeaningofanautonomouslearner(自主學(xué)習(xí)者)Exactly!Thatiswhatyouhaveknownsofar.NowIwantyoutoworkinpairstofindoutwhatmakesanautonomouslearnerfromXieLei’sexample.Youhavegotthreeminutestodiscusswithyourpartner.

NowIwouldlikesomeofyoutoanswerthequestions.

Youaresogreat!Anautonomouslearnershouldreadalotoftextsandanalyzethem.Theyshouldgivetheirownopinionsandexplainitbyreferringtootherauthors.Andfinallyevencontradictthem.That’swhatwecanlearnfromXieLei’sexperience.WehaveknownsomuchaboutXieLeiandwecareaboutherfeelingsallthetime.WeknowthatbeforesheleftChinashewas(nervousexcited).WhenshearrivedinEngland,shemetdifficultiesinlife,whichmadeherfeel(likeababy).Andshehadtroubleinheressaytoo,soshefelt(numbwithshock).HowdidXieLeifeelnow(athome)Why(shefitsinwell)Isshesatisfiedandgonnastoptrying(No,shewillkeepitup)Whatisherplannext(shewillkeepabalancebetweenstudyandsociallife).

Step4Discussion(7min)

通過(guò)對(duì)于文章關(guān)鍵字眼的深層理解，進(jìn)一步鞏固所獲取信息，同時(shí)讓學(xué)生更加了解成功的意義、途徑，從而了解成長(zhǎng)的秘訣，成為更成功成自主的學(xué)習(xí)者。

Sofarwe’veknownallaboutXieLei’sstory.Inthelastsentence,theauthorsaysthat“shedeservestosucceed”.HowdoyouunderstandthesentenceWhydoesheusetheword“deserve”hereNowIwouldlikeyoutodiscussingroupswhetheryouthinkXieLeideservestosucceeedandwhy.Youhavegot5minutes.

Step5Conclusionandhomework(3min)

Whoare“we”inthelastparagraph(reporter)Wherecanweseethearricle(inthecolumnofeducationinthenewspaper)Whatdoes“wewillfollowXieLei’sprogress”mean(therewillbefollow-upreport).Soyouknowthewritingstyleofthetextis(featurereport).Atthebeginningofthelessonweknowthatfromthetitleandpicturewecangetthegeneralideaofalongpassage.Throughourstudytoday,weknowthatwecangetthestructurefollowingacertainclue,gettheimportantinformationfromsomekeywords,andknowthewritingstylefromthelastorfirstparagraph.Inaddition,wealsoknowaboutXieLei’sstory.Moreimportantly,weknowtheimportanceofbeinganautonomouslearner,whichwillbenefitusallthetime,whetherinstudyorinlife.Wishallofyoucanbeautonomouslearnersandhavetheconfidenceandwisdomtofacewhateverthefutureholdsinstore.

Today’shomework,pleasewriteafollow-upreportaboutXieLei.Andreciteparagrapg1,26.

板書(shū)

板書(shū)設(shè)計(jì)

Keepitup,XieLei

Chinesestudentfittinginwell

ProblemSolutionBenefit

Lifestrong

Studyautonomouslearner

英語(yǔ)高一知識(shí)點(diǎn)教案【篇4】

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

三、教學(xué)目標(biāo)

1.知識(shí)技能目標(biāo)

1)能從文中獲取主要信息，如獲取WhathappenedtotheNativeAmericansafterthearrivaloftheEuropeansAfterallthosesufferings,didallNativeAmericanschoosetoleavethelandHowdoyouknow(fromthetext)等直接信息能力;

2)能從文本中加工和處理信息，如WhatdidtheSpanishdototheNativeAmericansinthe16thcentury(此問(wèn)題需提取數(shù)個(gè)段落的文本信息)

Twogroupsofimmigrantshadsomethingincommon.Whatarethey(doublechoices)Why(此問(wèn)題需要學(xué)生從文字的表面信息加工處理后方可得到答案)__.com

3)能透過(guò)信息表層思考人文精神，培養(yǎng)學(xué)生的發(fā)散性思維與批判性思維，如whatdoyouthinkoftheNativeAmericanswhosurvivedandstayedatCA

HowdoyouthinktheEuropeanscouldhavesucceededinmakingtheNativeAmericansslavesorevenkillthem

Doyouthinklanguageplaysanimportantpartinaculture等。

2.情感目標(biāo)

學(xué)生能通過(guò)信息加工后學(xué)習(xí)移民們的不畏困難、堅(jiān)持不懈等珍貴品質(zhì)，并推論出落后就要挨打，少年強(qiáng)則中國(guó)強(qiáng)的借鑒意義。

教學(xué)重難點(diǎn)

HowdoyouthinktheEuropeanscouldhavesucceededinmakingtheNativeAmericansslavesorevenkillthem

Doyouthinklanguageplaysanimportantpartinaculture

教學(xué)過(guò)程

四、教學(xué)過(guò)程

Step1Lead-inandBrainstorming(5mins)

1.導(dǎo)入并揭題

T:Asyoucanseeinthetitle,inthisunit,wearegoingttalkabouttheUSA,alandofdiversity.NowhowmuchdoyouknowaboutthislandLet’shavealookatamap,andtrytorecognizesomefamousplaces.Nowopenyourbooksandturntopage1.HereisamapoftheUSA.Pleaselookatitcarefully.Trytowriteonthemapthenamesoftheoceans,countries,mountainranges,lakesriversandbigcitiesasmanyaspossible.

以競(jìng)賽的方式，讓學(xué)生對(duì)美國(guó)版圖上一些主要地點(diǎn)加以熟悉。

[意圖說(shuō)明]首先從單元標(biāo)題入手，引起學(xué)生的注意。以競(jìng)賽的形式，迅速與班級(jí)同學(xué)建立聯(lián)系，活躍課堂氣氛，并用版圖來(lái)促進(jìn)學(xué)生對(duì)美國(guó)——alandofdiversity形成一個(gè)具象的認(rèn)識(shí)。

2.頭腦風(fēng)暴

先請(qǐng)學(xué)生尋找California在地圖上的位置。然后教師啟發(fā)學(xué)生聯(lián)想與immigrate有關(guān)的詞匯，同時(shí)進(jìn)行板書(shū)。

[意圖說(shuō)明]以頭腦風(fēng)暴的形式，快速激活學(xué)生頭腦中已有的圖式;為導(dǎo)入新課做好準(zhǔn)備。并啟發(fā)學(xué)生聯(lián)想，移民是否都是愉快的、開(kāi)心的，為閱讀文本做好情感上的準(zhǔn)備。

Step2Reading(30mins)

教師以Thefactsabouteachgroupofimmigrants和whatinspiresus兩條主線(xiàn)，引導(dǎo)學(xué)生逐步對(duì)每一組移民事實(shí)進(jìn)行閱讀，獲取、加工和處理閱讀信息。(下表斜體字部分為問(wèn)題答案。)

一、NativeAmericans

1.WhathappenedtotheNativeAmericansafterthearrivaloftheEuropeans

(Thousandswerekilledorforcedintoslavery.ManydiedfromthediseasesbroughtbytheEuropeans.)

2.Afterallthosesufferings,didallNativeAmericanschoosetoleavetheland

Howdoyouknow(fromthetext)

(“However,somesurvivedtheseterribletimes,andtodaytherearemoreNativeAmericanslivinginCAthaninanyotherstate.”)

SowhatdoyouthinkoftheNativeAmericanswhosurvivedandstayedatCA(brave,overcamelotsofdifficulties,werenotbediscouragedbysetbacks)

二、TheSpanish

1.WhatdidtheSpanishdototheNativeAmericansinthe16thcentury

(Theyfoughtagainstthenativepeopleandtooktheirland.ThousandsofNativeAmericanswerekilledorforcedintoslavery.)

2.WhowerethemajorityofthefirstSpanishtogotoCaliforniain18thcentury(Thereligiousmen.)

3.Whatwastheirministry

(ToteachtheCatholicreligiontothenatives.)

4.WhichofthefollowingcountrieshasthestrongestinfluenceinCalifornia

A.ChinaB.RussiaC.MexicoD.Spain

Howdoyouknow/What’syourproof(fromthetext)

___________________________________________________________________________________________

(“However,thereisstillastronginfluenceinthestate.Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstorsecondlanguage.”)1.HowdoyouthinktheEuropeanscouldhavesucceededinmakingtheNativeAmericansslavesorevenkillthem

((Bytheiradvancedweapons—gunshadlongbeenusedinEuropewhiletheNativeAmericansstilllivedaprimitivelive.)

2.Whatlessonscanwedrawfromthis

(Keepingadvancedinscienceandtechonogymattersmuch!)

3.WhydoyouthinkthemajorityofthefirstSpanishtogotoCAwerereligiousmen

(Theywantedtoconquerthenativesnotonlybyforce,butalsoinmind.)

4.——“However,thereisstillastrongSpanishinfluenceinthestate.Thatiswhytodayover40%ofCaliforniansspeakSpanishasafirstofsecondlanguage.”

Sodoyouthinklanguageplaysanimportantpartinaculture(Yes.)

DoyousupportweshouldlearntospeakFuzhoudialectWhy/whynot

(Open-endedanswers)

三、

Goldminers

1.WhatkindofpeoplewereattractedtoCaliforniaafter1848

Peoplefromallovertheworld.

2.Whydidtheycomehere

Tobecomerich.

3.Didtheyrealizetheirdreams

No.

4.DidmostofthemleaveCA(no.)Whatdidtheydo

“mostremainedinCAtomakealifeforthemselvesdespitegreathardship.”

1.Ifyouwerethegoldminer,wouldyouchoosetostaythereWhy

(Open-endedanswers)

2.WhatkindofwordswouldyouusetodescribethosegoldminerswhochosetostayinCA

(adventurous,persistent,brave,notafraidofdifficulties,hard-working…)

四、

Laterarrivals

1.DuetowhatreasondidChinesepeoplegotoCAinthe1860s

Thebuildingoftherailnetworkfromthewesttotheeastcoast.

2.WhatdidChinesepeopleserveas

Physicalworkers/laborforce.

3.WhatdidpeoplefromAfricaserveasbetween1942and1945

Physicalworkers/laborforce.

4.WhatattractedtheIndiansandPakistanisinthe1970s

(Thecomputerindustry.)

5.WhatattractedtheJewishpeopletogotoCAbythe1920s

(Thefilmindustry.)

6.Twogroupsofimmigrantshadsomethingincommon.Whatarethey(doublechoices)Why

A.theChineseandtheAfricans

B.theIndiansandtheChinese

C.theIndiansandtheJewish

D.thePakistanisandtheAfricans

(AC)1.Withsomanypeoplefromdifferentbackgroundsstayingtogether,aretheremanyconflictsmentioned

(No.)

2.Whatkindofsocietydoyouthinkthismayhelptobuild(withsomanydifferentpeople,butnotmanyconflicts)

(multicultural,peaceful,harmonious,open,friendly,havegreatacceptance…)

五、

Mostrecentarrivalsandthefuture

TofF:

1.PeoplefromallovertheworldstillimmigratetoCAmanilybecausetheyareattractedbytheclimateandHollywood.

(F.Theywereattractedbytheclimateandthelifestyle.)

2.Peoplebelievethatsoonthemixofnationalitieswillbetoogreattotellaparttheculturebetweenmajorracialorculturalgroups.

(T)

“Inmostrecentdecades,Californiahasbecome_________tomorepeoplefromAsia,includingKoreans,Cambodians,VietnameseandLaotians.”

Whatiftheauthorsay“CaliforniahasbecomealivingplacetomorepeoplefromAsiaDoyouthinkthereisanydifferencebetweenthem

Whatdoestheword“home”meanhere

(alwaysgivepeopleasenseofbelonging,asenseofsafety;mayhavesomequarralsbutwillalwaysgetsettled;showsthefriendlyenvironment/community)

[意圖說(shuō)明]以問(wèn)題的形式貫穿整個(gè)閱讀過(guò)程，啟發(fā)學(xué)生查找、獲取信息的能力，層層深入，由淺層次的表層信息，過(guò)渡到深層次的思維能力訓(xùn)練;學(xué)生在教師引導(dǎo)下，對(duì)文化交融、人文素養(yǎng)、民族興衰等問(wèn)題進(jìn)行逐層深入的研討，最終在教師引領(lǐng)下得出結(jié)論，加州是一個(gè)多文化的社會(huì)，這一社會(huì)的構(gòu)建是經(jīng)過(guò)了長(zhǎng)期的、汗水與血水交織的斗爭(zhēng)，最終能以一個(gè)和諧的大熔爐的模式展現(xiàn)在世人面前，都是經(jīng)過(guò)各種族文化共同努力的結(jié)果。

Step3Post-reading(8mins)

教師組織學(xué)生討論兩個(gè)話(huà)題：

1.WhyisCaliforniasuchamulticulturalcommunity

(ThestateofCaliforniaisamulticulturalcommunitybecauseEuropean,AfricanandAsianpeopleshavebeenmovingintothestateforthelast200years.Itisthismixofpeopleswiththeirowncustoms,cultureandfoodthathavegivenCaliforniaitsmulticulturalflavour.Problemsthatmightariseincludeinterculturalrivalryorcompetition,discriminationormisunderstanding.ItistothecreditofCaliforniansthatsuchproblemsdonotariseveryoften.)

2.Doyouthinkitisgoodtohaveculturalpermeation(滲透)Why/whynotTrytouseatleastoneexamplefromthetext.

(Itdepends.Ifacountry/acommunityisstrongenough,it’sgoodtohaveculturalmixedtogether,whichcanbringbenefitstoeachculture;butifit’snotstrongenough,itcouldbeadisasterfortheoriginalculturalgroupbecauseit’shardtokeepyourownculture.TaketheNativeAmericansforexample,theywerenotstrongenough,sotheysufferedalotduringtheprocessoftheculturepermeation,i.e,theyhavetoacceptthingsunwillinglyorrather,beforcedintosomethingmiserable.)

學(xué)生經(jīng)過(guò)3分鐘準(zhǔn)備后各抒己見(jiàn)。

[意圖說(shuō)明]通過(guò)閱讀中的剖析，學(xué)生對(duì)加州的移民歷史及多文化的形成已了然于心，在讀后拋出這兩個(gè)思考問(wèn)題，實(shí)際是對(duì)學(xué)生已有的文本輸入進(jìn)行一個(gè)有層次的、綜合的復(fù)習(xí)與梳理，幫助學(xué)生將所學(xué)的閱讀信息加工內(nèi)化為自己的見(jiàn)解，培養(yǎng)學(xué)生的發(fā)散性思維與批判性思維。

Step5Moraleducation(1min)

教師啟發(fā)學(xué)生，將歷史教訓(xùn)轉(zhuǎn)化為今日必做之事，即：Studyhardtomakeourhomelandstrong,tomakeourculturestrong.

[意圖說(shuō)明]寓德于教，引導(dǎo)學(xué)生思考，作為學(xué)生，我們能為我們的祖國(guó)，為我們的文化做出哪些貢獻(xiàn)從小做起，從現(xiàn)在做起，少年強(qiáng)則中國(guó)強(qiáng)，立志為國(guó)努力學(xué)習(xí)，他日成為棟梁之才!

英語(yǔ)高一知識(shí)點(diǎn)教案【篇5】

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

知識(shí)目標(biāo)

①通過(guò)回顧舊知，根據(jù)圖片提示，能回答關(guān)于美國(guó)基本常識(shí)的問(wèn)題。

②按照線(xiàn)索猜測(cè)所學(xué)文章主題，初步了解加利福尼亞州的概況。

③通過(guò)認(rèn)真閱讀文本，自己組織語(yǔ)言，準(zhǔn)確無(wú)誤地復(fù)述和總結(jié)不同種族在加州的簡(jiǎn)要?dú)v史。

能力目標(biāo)

①通過(guò)圖片提示，并在教師的指導(dǎo)下，學(xué)會(huì)提煉要點(diǎn)并復(fù)述文章，鍛煉自己的表達(dá)能力。

②通過(guò)完成寫(xiě)作任務(wù)總結(jié)文章主要內(nèi)容的方法，明白加利福尼亞州具有多元文化的原因。

情感、態(tài)度、價(jià)值觀目標(biāo)

通過(guò)觀看圖片和聆聽(tīng)歌曲，對(duì)加利福尼亞州的歷史有所了解，增強(qiáng)跨文化交際的能力。

教學(xué)重難點(diǎn)

根據(jù)圖片提示，能回答關(guān)于美國(guó)基本常識(shí)的問(wèn)題。

按照線(xiàn)索猜測(cè)所學(xué)文章主題，初步了解加利福尼亞州的概況。

教學(xué)過(guò)程

導(dǎo)入

WarmingUp(GuessingGame)\

Reading

Lookatthispicture.Whereisthislady

Question:DoyouknowanythingaboutAmericaHerearesomequestionsforyou.

ShowamapofthefiftystatesoftheUSA.Givethestudentssomecluestoletthemguesswhichstatewewilllearn.

Task1FastReading

1.Accordingtopara.1,what’sthetopicofthistext

2.Retelling.

3.Howmanykindsofpeoplearementionedinthistext

Task2DetailedReading

1.NativeAmericans

2.TheSpanish(TimeVS.Event)

Intheearly16thcentury

Inthe18thcentury

In1821

In1846

短文填空

Atthattime,Californiawas_____(rule)bySpain._______(Spain)soldiersfirstarrivedintheearly16thcentury,_____theyfoughtagainstthenativesandtooktheirland.OfthefirstSpanishtogothere,the________(major)werereligiousmen,whoseministryis_______(teach)theCatholicreligion.In1821,Mexicogainedits___________(independent)In1846theUSdeclaredwar___Mexico.Mexicowas_______(defeat)andhadtogiveCaliforniatotheUSA.Thatis____todayover40%ofCaliforniansstillspeakSpanish.

3.TheRussiansandGoldminers

4.Laterarrivalsandmostrecentarrivals

5.Thefuture

Task3Micro-writing

WhyisCaliforniasuchamulticulturalcommunityinthe21stcenturyExplaininyourownwords.Writethreeorfoursentences.

課后習(xí)題

課前練習(xí)

1.繼續(xù)存在，繼續(xù)生存__________________9.許多;很多____________________________

2.用…辦法，借助于___________________10.與…合作或一起工作____________________

3.習(xí)慣于新的生活方式、工作等___________11.脫離…而獨(dú)立_________________________

4.背靠背___________________________12.對(duì)…宣戰(zhàn)_____________________________

5.堅(jiān)持;維持;沿襲______________________13.在十九世紀(jì)早期_______________________

6.包括;吸收__________________________14.向…宣戰(zhàn)____________________________

7.劃線(xiàn);標(biāo)出…的界限___________________15.實(shí)現(xiàn)做…的夢(mèng)想_______________________

8.申請(qǐng);請(qǐng)示得到______________________16.成了更多亞洲人的家園_________________

課中練習(xí)

1.Accordingtopara.1,what’sthetopicofthistext

A.ThecultureofCalifornia

B.ThehistoryofCalifornia

C.thepopulationofCalifornia

2.Retellitwiththehelpofthegivenwords.

3rdlargest→largestpopulation→distinction→multicultural→attract→customs/languages

3.Howmanykindsofpeoplearementionedinthistext

4.Fillintheblanks.

5.短文填空

Atthattime,Californiawas_____(rule)bySpain._______(Spain)soldiersfirstarrivedintheearly16thcentury,_____theyfoughtagainstthenativesandtooktheirland.OfthefirstSpanishtogothere,the________(major)werereligiousmen,whoseministryis_______(teach)theCatholicreligion.In1821,Mexicogainedits___________(independent)In1846theUSdeclaredwar___Mexico.Mexicowas_______(defeat)andhadtogiveCaliforniatotheUSA.Thatis____todayover40%ofCaliforniansstillspeakSpanish.

6.Laterarrivalsandmostrecentarrivals

7.Thefuture:whatwillhappeninthefuture

___isbelievedthat___________the_____ofnationalitieswillbe____great_____therewillbe___distinctmajorracialorculturalgroups,___simplya________ofmanyracesandcultures.

英語(yǔ)高一知識(shí)點(diǎn)教案【篇6】

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1、掌握下列詞匯和短語(yǔ):reason,list,share,feelings,Netherlands,German,outdoors,Crazy,nature,dare,thundering,entirely,power,trust,indoors,gothrough,hideaway,setdown,aseriesof,onpurpose,inorderto,facetoface,accordingto.

2、進(jìn)一步學(xué)習(xí)有關(guān)“朋友”的知識(shí)信息，啟發(fā)學(xué)生對(duì)朋友和友誼的思考。

3、了解《安妮日記》的背景知識(shí)，在感受外國(guó)文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識(shí)。

4、訓(xùn)練學(xué)生一定的閱讀技巧，使他們掌握一些有效的學(xué)習(xí)策略，從而提高閱讀速度和理解的準(zhǔn)確性，并養(yǎng)成一定的自主學(xué)習(xí)能力。

5、培養(yǎng)學(xué)生快速閱讀的能力、捕捉信息的能力及運(yùn)用語(yǔ)言進(jìn)行交際的能力。

6、通過(guò)個(gè)人活動(dòng)、小組活動(dòng)和班級(jí)活動(dòng)等方法，培養(yǎng)學(xué)生的合作互助精神，分享英語(yǔ)學(xué)習(xí)的經(jīng)驗(yàn)，感受用英語(yǔ)交流的成功和喜悅。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn):

1、了解《安妮日記》的背景知識(shí)，在感受外國(guó)文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識(shí)。

2、訓(xùn)練學(xué)生的閱讀技巧，提高學(xué)生閱讀速度和理解能力。

教學(xué)難點(diǎn):

對(duì)所獲得的信息進(jìn)行處理、加工和學(xué)習(xí)，形成有效的學(xué)習(xí)策略。

教學(xué)工具

ppt課件

教學(xué)過(guò)程

...

板書(shū)

Uint1ReadingAnne’sBestFriend

Qualities:easy-going,warm-hearted,helpful,…

Questions:

Skimming

Summarize

Discussion:1style2ideas

英語(yǔ)高一知識(shí)點(diǎn)教案【篇7】

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

■Tohelpstudentslearntoexpressattitudes,agreementdisagreementandcertainty

■TohelpstudentslearntoreadthetextandlearntowritediariesinEnglish

■Tohelpstudentsbetterunderstand“friendship”

■Tohelpstudentslearntounderstandandusesomeimportantwordsandexpressions

■TohelpstudentsidentifyexamplesofDirectSpeechIndirectSpeech(I):statementsandquestionsinthetext

教學(xué)重難點(diǎn)

Words

upset,ignore,calm,concern,settle,suffer,recover,pack

Expressions

addup,calmdown,havegotto,beconcernedabout,gothrough,setdown,aseriesof,onpurpose,inorderto,atdusk,facetofacer,nolonger/not…anylonger,sufferfrom,get/betiredof,pack(sth.)up,getalongwith,fallinlove,joinin

Patterns

“Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo,”saidAnne.→Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiaryasmostpeopledo.

Istayedawakeonpurposeuntilhalfpasteleven…

…itwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface…

教學(xué)工具

ppt

教學(xué)過(guò)程

Hello,everyone.I’msogladtobeyourteacherofEnglish.I’dliketomakefriendswithyou,tobuildupaclosefri