高中英語學科教師教學設計范文3篇(高中學科英語教案模板)

時間：2023-03-07 21:41:00 教案

　　下面是范文網(wǎng)小編整理的高中英語學科教師教學設計范文3篇(高中學科英語教案模板)，以供參考。

高中英語學科教師教學設計范文1

　　教學準備

　　教學目標

(1)理解文章結構、段落大意、重要信息。

(2)了解新聞報道的文體特征。

(3)培養(yǎng)學生有效的閱讀技巧和學習策略。

(4)培養(yǎng)學生勇于面對困境，克服困難，解決問題的情感態(tài)度價觀。

(5)培養(yǎng)學生成為自主學習的人。

　　教學重難點

　　教學目標

(1)理解文章結構、段落大意、重要信息。

(2)了解新聞報道的文體特征。

(3)培養(yǎng)學生有效的閱讀技巧和學習策略。

(4)培養(yǎng)學生勇于面對困境，克服困難，解決問題的情感態(tài)度價觀。

(5)培養(yǎng)學生成為自主學習的人。

　　教學過程

　　Step 1 Warming-upand lead-in (5 mins)

(1)圖片導入

　　教師展示國外名校的照片，激發(fā)學生對于留學海外的興趣，以此導入到本課的課題。

　　T: Morning, class.Before we begin today’s lesson, I’d like to appreciate some pictures with you.

① Have you seen the building before? It’s theShard, the home to the best offices, restaurants and even the top universityWarwick.

② What is this? It’s a gymnasium ofUniversity of Duke, who has just won the champion of NCAA.

③ What about this? It is the library ofUniversity of Michigan, just like a scene from the Harry Potter Movie.

④ Do you know this university?Yes, it is University of Cambridge. So many beautifulpictures, no wonder many excellent graduates are willing to go abroad forfurther study. They take great pains to realize their dreams, but does beingadmitted mean the end of challenge? Hope this text can give us answers.

(2)檢查作業(yè)

　　教師通過作業(yè)檢查，了解學生通過課前預習對文章的了解程度，幫助學生掌握文章大意，同時也培養(yǎng)學生的閱讀策略。

　　T: Yesterday, youwere asked to preview the text. Now I will check your homework to see if youhave got the basic information. Who is the girl? ( Xie Lei ). Where is she now?( London ) What is she doing there? ( studying ) How long has she been there? (6 months) What is the title of the text? (Keep it up, Xie Lei Chinesestudent fitting in well) What is the general idea of the text? ( It’s about agirl who overcame difficulties and adapte to the new environment.)

　　Great! All of you have done anexcellent job. You have got the general idea through your preview. Can you findthe phrase similar to “adapt to”on the screen? (fit inwell) If someone overcame difficulties, probably we would say to them …( keepit up). Good! Besides the title, what else can tell us that Xie Lei has fittedin well? ( Her smile ) Yes, and probably from her victory gesture. So we cansee that for a really long passage title and picture can help us to get thegeneral idea quickly.

　　Step 2 Skimming (10 mins)

　　找出文章框架結構及段落大意。

　　教師通過引導學生分析文章結構找出段落大意，從而對文章有了總體的把握，以便于細節(jié)閱讀的開展。

　　T：When we read apassage, four aspects are very important: general idea, structure, importantinformation and the writing style. Since you’ve got the general idea, we aregoing to focus on the other three. Please open your book and turn to page 38.

　　Did Xie Lei know that she was goingto face so many difficulties before she studied abroad? ( No )How could you know? (shedidn’t what to expect. )How did she feelthen? ( excited & nervous) So we know that paragraph 1 is about thesituation before she left China. In what order do you think the text isorganized? ( time order) Could you follow the clue to divide the rest of thetext into several parts? You are given five minutes.

　　Part II is from paragraph 2 toparagraph 5, which is about the situation at the beginning. Part III isparagraph 6&7, which tells us the situation now and future. Do you know whywe should get the structure of a passage? Because when you read a long passage,it is easy for you to forget the information. Once you’ve got the structure,you can get a clear picture of the text so that get the main idea. Now try tofill in the blank to get more information about the text.

　　Step 3 Careful reading ( 20 min)

　　細讀文章捕捉文章重要信息。

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

　　T: Now let’s come down to some detailed information. Do you know why a textneed the detail? To make the text vivid and convincing. In order to show howXie Lei overcame the difficulties, what details are needed? ( the difficulties)Yes. ( how she solved it)Yes, thesolution. And to make it convincing, you should tell people what benefit yougot from the situation. So now read the text once again and answer threequestions: 1. what was her problem? Find out the beautiful sentences about herproblem. 2. How did she solve the problem? 3. What benefit did she get from thesituation.

　　What is her trouble in life? (she had to learn almost everything) Have you seen the beautiful sentences abouther trouble? How did she feel then? (feel like a child) What did she do then? (live with a host family, who gave her a lot of advice) advice about what? ( newculture, idiom, and bring comfort to her) Now I would like to show you somesituations and please decide in which situation can Xie Lei turn to her hostfamily and why. (…) In your opinion, what benefit did Xie Lei get from thesituation? (she becomes strong, confident, independent, experienced…)

　　Great! Let’s look at her trouble instudy. What’s her problem? ( essay ) How did she deal with it this time?(tutor) Her tutor gave her some advice as well. How many pieces of advice? (Four) How could you get the answer so quickly? ( First… Besides… Then… Finally)What benefit did she get? ( Improved her mark and became an autonomous learner)

　　All of you have done an amazing job! Butdo you know the meaning of an autonomous learner? (自主學習者) Exactly! That is what you have known so far. Now I want you to work inpairs to find out what makes an autonomous learner from Xie Lei’s example. Youhave got three minutes to discuss with your partner.

　　Now I would like some of you to answer the questions.

　　You are so great! An autonomous learner should read a lot of texts andanalyze them. They should give their own opinions and explain it by referringto other authors. And finally even contradict them. That’s what we can learnfrom Xie Lei’s experience. We have known so much about Xie Lei and we careabout her feelings all the time. We know that before she left China she was (nervous & excited). When she arrived in England, she met difficulties inlife, which made her feel ( like a baby). And she had trouble in her essay too,so she felt ( numb with shock). How did Xie Lei feel now? ( at home) Why? ( shefits in well) Is she satisfied and gonna stop trying? ( No, she will keep itup) What is her plan next? ( she will keep a balance between study and sociallife).

　　Step 4 Discussion ( 7 min)

　　通過對于文章關鍵字眼的深層理解，進一步鞏固所獲取信息，同時讓學生更加了解成功的意義、途徑，從而了解成長的秘訣，成為更成功成自主的學習者。

　　So far we’veknown all about Xie Lei’s story. In the last sentence, the author says that “she deserves to succeed”. How do you understand the sentence? Why does he usethe word “ deserve” here? Now I would like you to discuss in groups whether youthink Xie Lei deserves to succeeed and why. You have got 5 minutes.

　　Step 5 Conclusion and homework ( 3 min)

　　Who are “we” in the lastparagraph? ( reporter) Where can we see the arricle? ( in the column ofeducation in the newspaper) What does “we will follow Xie Lei’s progress” mean?( there will be follow-up report). So you know the writing style of the text is( feature report). At the beginning of the lesson we know that from the titleand picture we can get the general idea of a long passage. Through our studytoday, we know that we can get the structure following a certain clue, get theimportant information from some key words, and know the writing style from thelast or first paragraph. In addition, we also know about Xie Lei’s story. Moreimportantly, we know the importance of being an autonomous learner, which willbenefit us all the time, whether in study or in life. Wish all of you can beautonomous learners and have the confidence and wisdom to face whatever thefuture holds in store.

　　Today’s homework, please write afollow-up report about Xie Lei. And recite paragrapg 1, 2&6.

　　板書

　　板書設計

　　Keep it up, Xie Lei

　　Chinese student fitting in well

　　Problem Solution Benefit

　　Life strong

　　Study autonomous learner

高中英語學科教師教學設計范文2

　　教學準備

　　教學目標

　　1.Students are able to summarize the general ideas of each paragraph by reading the text.

　　2.Students can summarize the benefits and the difficulties of life abroad by reading again

　　3.Students can learn about the Xie Lei’s character by discussion.

　　4.Students can master some difficult words, phrases and sentences by explanation.

　　教學重難點

　　1.Students are able to summarize the general ideas of each paragraph by reading the text.

　　2.Students can summarize the benefits and the difficulties of life abroad by reading again

　　教學過程

　　Step 1　Warming up

　　Show the beautiful scenery of other countries to attract students' attention，including the pyramids of Egypt，London Bridge，Sydney Opera House，Eiffel Tower，，Stonehenge，etc.

　　Questions:

　　1. Do you like traveling?

　　2. If you have chance to go abroad, where would you like to go for travel?

　　設計意圖：課堂以欣賞國外優(yōu)美的風光, 在給學生以極大的視覺享受的同時，激起他們對于出國旅行，學習的向往，至于最想去的國家或地方更能讓他們有話可說。接著就自然地把話題引到出國旅行的好處和可能遇到的問題方面。

　　Step 2. Pre-reading

　　1. Brainstorm some word or phrases about traveling abroad then collect them with students.

　　Question: What should we take into account (consider) before we decide to travel abroad?

　　2. Show some beautiful pictures of famous universities including Yale University，Princeton University， Massachusetts Institute of Technology，University of Cambridge，University of Oxford，Harvard University. Then ask students a question about the advantages and disadvantages of studying in a foreign country.

　　Question: What are the advantages and disadvantages of studying in a foreign country?

　　設計意圖：課堂以美麗的外國大學的風光，激起學生對外國大學的向往，接著就很自然的把話題引到國外留學上去。然后討論國外留學的利與弊，從而引發(fā)學生閱讀本文的興趣。

　　Step 3. Preparations for reading

　　Self-work before this lesson.

Ⅰ. What is the main idea of the passage? Give one sentence to describe it.

　　It talks about the Chinese student _______ _______ _________ in the UK.

Ⅱ. Scan the passage quickly and answer the following questions.

　　1. How long has Xie Lei been in England?

　　2. Which two types of people have helped Xie Lei most since she came to England?

　　3. Why has Xie Lei decided to join a few university clubs?

　　設計意圖：通過學生課前自學，對課文有初步的了解。學生展示答案，檢查預習情況。

　　Step 4. Fast reading

　　Task 1. Skim the passage quickly to find the main idea of each paragraph.

　　Para.1 A. The general introduction to Xie Lei and her study

　　Para.2 B. The advantages of living with a host family.

　　Para.3 C. Xie Lei, a Chinese girl, is studying in a foreign country--London.

　　Para.4 D. Xie Lei is getting used to the Western University’s way of learning.

　　Para.5 E. The newspaper will follow Xie Lei’s progress in later editions.

　　Para.6 F. The difficulties Xie Lei met while living in London.

　　Para.7 G. Xie Lei feels much more at home in England now and is living an active

　　Life.

　　設計意圖：學生通過快速閱讀，總結出每一段的段落大意。

　　Task 2. Glance quickly through the article and decide whether the following sentences are true or false.

　　1. It was the first time that Xie Lei had left her home country.

　　2. She has come to the England University to complete a literature qualification.

　　3. Most foreign students must complete the preparation course before entering a course.

　　4. Xie Lei lives in student apartments with her students.

　　5. Now, Xie Lei doesn’t feel much more at home in England.

　　設計意圖：學生通過快速閱讀，根據(jù)文中信息判讀正誤，培養(yǎng)學生快速閱讀能力。

　　Step5. Careful reading

　　Fill in the form according to the text.

　　設計意圖：再次閱讀，學生能快速尋找有用的信息，同時使學生能了解謝蕾在國外的留學生活。

　　Step6 Group work

　　Discussion

　　What kind of person do you think Xie Lei is? Discuss with you partners and find evidence in the article to support your opinion.

　　設計意圖：閱讀過后，讓學生繼續(xù)拓展思維，真對文章中謝蕾遇到的問題進行討論，實現(xiàn)我的任務型型教學法，鍛煉學生表達自己，支持自己觀點的能力。

　　通過討論謝蕾的性格特點，是學生在情感上得到感染，增強他們勇于面對困難，面對挑戰(zhàn)信心。

　　Step7. Some possible difficulties in reading

　　1. Chinese student fitting in well.________________________________。

　　Fit in (with…..) : get along (with)/ be in a suitable relation (with) 相處融洽;適應;

　　E.g. ⑴They work hard and fit in well.

　　________________________________________________________________

⑵It is necessary for us to fit in with the times.

　　________________________________________________________________

　　2. Six months ago Xie Lei said goodbye to her family and friends in China and boarded a plane for London.六個月前，謝蕾告別了他在中國的家人和朋友，登上了前往倫敦的飛機。

　　Although some foreign students live in student accommodation or apartments, some choose to board with English families.盡管有些外國學生住在學生宿舍或公寓里，有的還是選擇寄宿在英國人家。

　　board n. 木板，硬板

　　v. : get on (a bus, a train, a plane…)上(車、船、飛機等)

　　v. : get or supply with meals and usually lodging for payment 食宿，寄宿

　　E.g. ⑴________________________________________________________________

　　旅客現(xiàn)在可以上火車了。

⑵________________________________________________________________

　　他在法國期間，寄宿在法國人家里。

　　3. It was the first time she had ever left her motherland.

　　這是她第一次離開她的祖國。

　　It is the first time (that) + clause結構通常用__________________________

　　It was the first time (that) + clause 結構中，通常用________________

　　It is the first time (that) I________________ foreign guests.這是我第一次與外賓談話。

　　It was the first time (that) I ________________ such a beautiful place.那是我第一次看到這么美麗的地方。

　　4. Living with host families, in which there may be other college students, gives her the chance to learn more about the new culture.

　　房東家也許還住著其他大學生，跟這樣的人家住在一起會給她提供機會，更好地了解這個新文化。

　　In which there may be other college students是一句________________，修飾families。

　　5. Xie Lei told me that she feels much more at home in England now, and what had seemed very strange before now appears quite normal.

　　謝蕾告訴我說，現(xiàn)在他在英國感到自在多了。以前看是很奇怪的事，如今似乎很正常了。

　　Feel / be at home : be comfortable as if one belongs where one is(像在家一樣)舒服自在

　　She ________________, because she recognized familiar faces.

　　她感到很自在，因為他認出了熟悉的面孔。

　　設計意圖：教師點撥學生在閱讀過程中可能遇到的問題。

　　Step8. 當堂鞏固

　　Task 1. Multiple choice section

　　1. Amy joined a painting group but didn’t seem to ___ ,so she left.(山東高考)

　　A .show off B .e over

　　2. The doctor recommended that you_______ swim after eating a large meal.(浙江高考)

　　A. wouldn’t B. couldn’t C. needn’t D. shouldn’t

　　3.I began to feel in the new school when I saw some familiar faces.(山東高考)

　　A. at home B. at heart C. at will D. at sight

　　4. ________you can do what you like.

　　A.As long as I’ m concerned B.As far as I’ m concerned

　　C.As far as I’ m concerning D.As soon as I’ m concerned

　　5. .—It’s the second time that I ________to Shanghai.

—What great changes!It’ s ten years since I______ it last time.

　　A.have been;left B.had been;left C.am;e;had left

　　6.Fully ______in looking after three children at home，she no longer has time to enjoy the various activities in the club.

　　A.attached B.occupied C.burdened D.prepared

　　7. —My watch has been losing time for the past week.

—It probably requires________.

　　A.cleaning B.to clean C.being cleaned D.cleaned

　　8. Bill Gates has created a wonderful “window” ________people can surf the Internet freely.

　　A.that B.which C.where D.when

　　Task 2. Fill in the blanks with proper words or phrases.

　　1. Not having made full p , they put off the meeting.

　　2. I wouldn’t r you to go there alone.

　　3. She a his help in her book.

　　4. Chance usually g________ the outcome of the game.

　　5. Can you s for the singer who is ill?

　　6. A lot of care and attention is_______ (需要) in keeping the pets.

　　7. I’ll (草擬) a contract for you.

　　8. Most of the bedroom is o by the big bed.

　　9.We eventually arrived at our holiday_______ (目的地).

　　10.We need a spirit of (事業(yè)心) if we are to achieve something

　　設計意圖：即時鞏固所學知識，當堂運用。

　　Step9. Homework: Two in a group to make a dialogue

　　Suppose one of you is a newspaper reporter.

　　You want to interview Xie Lei about her life in England.

　　The following words or phrases may help you:

　　Keep it up, get along, make progress, board, adjust to, It is the first time….get used to, as far as one is concerned, feel at home, all the best, etc.

　　課后習題

　　當堂鞏固

　　Task 1. Multiple choice section

　　1. Amy joined a painting group but didn’t seem to ___ ,so she left.(山東高考)

　　A .show off B .e over

　　2. The doctor recommended that you_______ swim after eating a large meal.(浙江高考)

　　A. wouldn’t B. couldn’t C. needn’t D. shouldn’t

　　3.I began to feel in the new school when I saw some familiar faces.(山東高考)

　　A. at home B. at heart C. at will D. at sight

　　4. ________you can do what you like.

　　A.As long as I’ m concerned B.As far as I’ m concerned

　　C.As far as I’ m concerning D.As soon as I’ m concerned

　　5. .—It’s the second time that I ________to Shanghai.

—What great changes!It’ s ten years since I______ it last time.

　　A.have been;left B.had been;left C.am;e;had left

　　6.Fully ______in looking after three children at home，she no longer has time to enjoy the various activities in the club.

　　A.attached B.occupied C.burdened D.prepared

　　7. —My watch has been losing time for the past week.

—It probably requires________.

　　A.cleaning B.to clean C.being cleaned D.cleaned

　　8. Bill Gates has created a wonderful “window” ________people can surf the Internet freely.

　　A.that B.which C.where D.when

　　Task 2. Fill in the blanks with proper words or phrases.

　　1. Not having made full p , they put off the meeting.

　　2. I wouldn’t r you to go there alone.

　　3. She a his help in her book.

　　4. Chance usually g________ the outcome of the game.

　　5. Can you s for the singer who is ill?

　　6. A lot of care and attention is_______ (需要) in keeping the pets.

　　7. I’ll (草擬) a contract for you.

　　8. Most of the bedroom is o by the big bed.

　　9.We eventually arrived at our holiday_______ (目的地).

　　10.We need a spirit of (事業(yè)心) if we are to achieve something

　　Homework: Two in a group to make a dialogue

　　Suppose one of you is a newspaper reporter.

　　You want to interview Xie Lei about her life in England.

　　The following words or phrases may help you:

　　Keep it up, get along, make progress, board, adjust to, It is the first time….get used to, as far as one is concerned, feel at home, all the best, etc.

高中英語學科教師教學設計范文3

　　教學準備

　　教學目標

　　三、教學目標

　　1.知識技能目標

　　1)能從文中獲取主要信息，如獲取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力;

　　2)能從文本中加工和處理信息，如What did the Spanish do to the Native Americans in the 16th century?(此問題需提取數(shù)個段落的文本信息)

　　Two groups of immigrants had something in common. What are they? (double choices) Why? (此問題需要學生從文字的表面信息加工處理后方可得到答案)

　　3)能透過信息表層思考人文精神，培養(yǎng)學生的發(fā)散性思維與批判性思維，如what do you think of the Native Americans who survived and stayed at CA?

　　How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

　　Do you think language plays an important part in a culture? 等。

　　2.情感目標

　　學生能通過信息加工后學習移民們的不畏困難、堅持不懈等珍貴品質(zhì)，并推論出落后就要挨打，少年強則中國強的借鑒意義。

　　教學重難點

　　How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

　　Do you think language plays an important part in a culture?

　　教學過程

　　四、教學過程

　　Step1 Lead-in and Brainstorming(5 mins)

　　1. 導入并揭題

　　T: As you can see in the title, in this unit, we are going t talk about the USA, a land of diversity. Now how much do you know about this land? Let’s have a look at a map, and try to recognize some famous places. Now open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes rivers and big cities as many as possible.

　　以競賽的方式，讓學生對美國版圖上一些主要地點加以熟悉。

[意圖說明] 首先從單元標題入手，引起學生的注意。以競賽的形式，迅速與班級同學建立聯(lián)系，活躍課堂氣氛，并用版圖來促進學生對美國—— a land of diversity 形成一個具象的認識。

　　2. 頭腦風暴

　　先請學生尋找California在地圖上的位置。然后教師啟發(fā)學生聯(lián)想與immigrate有關的詞匯，同時進行板書。

[意圖說明] 以頭腦風暴的形式，快速激活學生頭腦中已有的圖式;為導入新課做好準備。并啟發(fā)學生聯(lián)想，移民是否都是愉快的、開心的，為閱讀文本做好情感上的準備。

　　Step 2 Reading (30mins)

　　教師以The facts about each group of immigrants和what inspires us兩條主線，引導學生逐步對每一組移民事實進行閱讀，獲取、加工和處理閱讀信息。(下表斜體字部分為問題答案。)

　　一、Native Americans

　　1. What happened to the Native Americans after the arrival of the Europeans?

(Thousands were killed or forced into slavery. Many died from the diseases brought by the Europeans.)

　　2. After all those sufferings, did all Native Americans choose to leave the land?

　　How do you know (from the text)?

(“However, some survived these terrible times, and today there are more Native Americans living in CA than in any other state.”)

　　So what do you think of the Native Americans who survived and stayed at CA? (brave, overcame lots of difficulties, were not be discouraged by setbacks)

　　二、The Spanish

　　1.What did the Spanish do to the Native Americans in the 16th century?

(They fought against the native people and took their land. Thousands of Native Americans were killed or forced into slavery.)

　　2. Who were the majority of the first Spanish to go to California in 18th century? (The religious men.)

　　3. What was their ministry?

(To teach the Catholic religion to the natives.)

　　4. Which of the following countries has the strongest influence in California?

　　A. China B. Russia C. Mexico D. Spain

　　How do you know? /What’s your proof (from the text)?

　　___________________________________________________________________________________________

(“However, there is still a strong influence in the state. That is why today over 40% of Californians speak Spanish as a first or second language.”) 1. How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

((By their advanced weapons—guns had long been used in Europe while the Native Americans still lived a primitive live.)

　　2. What lessons can we draw from this?

(Keeping advanced in science and techonogy matters much!)

　　3. Why do you think the majority of the first Spanish to go to CA were religious men?

(They wanted to conquer the natives not only by force, but also in mind.)

　　4. ——“However, there is still a strong Spanish influence in the state. That is why today over 40% of Californians speak Spanish as a first of second language. ”

　　So do you think language plays an important part in a culture? (Yes.)

　　Do you support we should learn to speak Fuzhou dialect? Why/why not?

(Open-ended answers)

　　三、

　　Gold miners

　　1.What kind of people were attracted to California after 1848?

　　People from all over the world.

　　2.Why did they come here?

　　To become rich.

　　3. Did they realize their dreams?

　　No.

　　4. Did most of them leave CA? (no.) What did they do?

“ most remained in CA to make a life for themselves despite great hardship.”

　　1. If you were the gold miner, would you choose to stay there? Why?

(Open-ended answers)

　　2. What kind of words would you use to describe those gold miners who chose to stay in CA?

(adventurous, persistent, brave, not afraid of difficulties, hard-working…)

　　四、

　　Later arrivals

　　1.Due to what reason did Chinese people go to CA in the 1860s?

　　The building of the rail network from the west to the east coast.

　　2. What did Chinese people serve as?

　　Physical workers/ labor force.

　　3. What did people from Africa serve as between 1942 and 1945?

　　Physical workers/ labor force.

　　4. What attracted the Indians and Pakistanis in the 1970s?

(The computer industry.)

　　5. What attracted the Jewish people to go to CA by the 1920s?

(The film industry.)

　　6. Two groups of immigrants had something in common. What are they? (double choices) Why?

　　A. the Chinese and the Africans

　　b. the Indians and the Chinese

　　C. the Indians and the Jewish

　　D. the Pakistanis and the Africans

(A & C) 1. With so many people from different backgrounds staying together, are there many conflicts mentioned?

(No.)

　　2. What kind of society do you think this may help to build (with so many different people, but not many conflicts)?

(multicultural, peaceful, harmonious, open, friendly, have great acceptance …)

　　五、

　　Most recent arrivals and the future

　　T of F:

　　1. People from all over the world still immigrate to CA manily because they are attracted by the climate and Hollywood.

(F. They were attracted by the climate and the lifestyle.)

　　2. People believe that soon the mix of nationalities will be too great to tell apart the culture between major racial or cultural groups.

( T )

“In most recent decades, California has become _________ to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.”

　　What if the author say “California has become a living place to more people from Asia? Do you think there is any difference between them?

　　What does the word “home” mean here?

( always give people a sense of belonging, a sense of safety; may have some quarrals but will always get settled; shows the friendly environment /community )

[意圖說明] 以問題的形式貫穿整個閱讀過程，啟發(fā)學生查找、獲取信息的能力，層層深入，由淺層次的表層信息，過渡到深層次的思維能力訓練;學生在教師引導下，對文化交融、人文素養(yǎng)、民族興衰等問題進行逐層深入的研討，最終在教師引領下得出結論，加州是一個多文化的社會，這一社會的構建是經(jīng)過了長期的、汗水與血水交織的斗爭，最終能以一個和諧的大熔爐的模式展現(xiàn)在世人面前，都是經(jīng)過各種族文化共同努力的結果。

　　Step 3 Post-reading (8mins)

　　教師組織學生討論兩個話題：

　　1.Why is California such a multicultural community?

(The state of California is a multicultural community because European, African and Asian peoples have been moving into the state for the last 200 years. It is this mix of peoples with their own customs, culture and food that have given California its multicultural flavour. Problems that might arise include intercultural rivalry or competition, discrimination or misunderstanding. It is to the credit of Californians that such problems do not arise very often.)

　　2.Do you think it is good to have cultural permeation(滲透)? Why/why not? Try to use at least one example from the text.

(It depends. If a country / a community is strong enough, it’s good to have cultural mixed together, which can bring benefits to each culture; but if it’s not strong enough, it could be a disaster for the original cultural group because it’s hard to keep your own culture. Take the Native Americans for example, they were not strong enough, so they suffered a lot during the process of the culture permeation, i.e, they have to accept things unwillingly or rather, be forced into something miserable. )

　　學生經(jīng)過3分鐘準備后各抒己見。

[意圖說明] 通過閱讀中的剖析，學生對加州的移民歷史及多文化的形成已了然于心，在讀后拋出這兩個思考問題，實際是對學生已有的文本輸入進行一個有層次的、綜合的復習與梳理，幫助學生將所學的閱讀信息加工內(nèi)化為自己的見解，培養(yǎng)學生的發(fā)散性思維與批判性思維。

　　Step 5 Moral education (1min)

　　教師啟發(fā)學生，將歷史教訓轉化為今日必做之事，即：Study hard to make our homeland strong, to make our culture strong.

[意圖說明] 寓德于教，引導學生思考，作為學生，我們能為我們的祖國，為我們的文化做出哪些貢獻?從小做起，從現(xiàn)在做起，少年強則中國強，立志為國努力學習，他日成為棟梁之才!

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