美国加州小学教材语文Treasures-G1_U1_T1(1)第一部分
加州wonders教材GK第一周授课(课堂PPT)
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UNIT 1 DAY 3
➢ Appearance ➢ Temper/character ➢ Interest
/characteristics
➢ Profession ➢ Family role
How is everyone special?
we use words to tell about, or describe, ourselves. Look into a hand mirror and share a sentence about yourself using a descriptive phrase.
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25
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Review High-Frequency Words---- I
I am
.
(filling in your name.)
28Complete a Se源自tenceI am.
I have
.
I am John Tian . I have straight hair .
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I have black eyes. I have short hair.
I
.
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Create a Word Web Share words you could use to tell how you look.
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The Ugly Duckling
P1
P2
a tale is a made-up story that often teaches a lesson.
How is everyone special?
some people are fast runners and this makes them special. other people are good listeners and this makes them special. talk about other characteristics that make people special.
美国加州母语教材中的自叙文写作——基于加州教材《Treasures》一至六年级的研究
•小学 ２０１９．４７８美国加州母语教材中的自叙文写作（西南大学文学院，重庆 400000）◎何佳穗 荣维东在我国中小学作文教学中，记叙文写作是一大教学重点。
记叙文写作又分为真实故事写作和虚构故事写作。
其中，真实故事写作一般称为自叙文，属于“表现自己的文章”，具有自传性特征。
写作素材来自作者的真实生活，写作目的是为了表达作者有过的经验，同时与他人分享自我的体验、洞见或情感。
在各类考试作文中，常常出现“写出真情实感”的作文要求。
然而，在现实生活中，学生在进行自叙文写作时，缺乏真实情感的流露，往往喜欢胡编乱造。
面对这种情况，教师也缺乏相应的有效教学手段。
美国从小学一年级就开始训练学生的自叙文写作，这类写作教学在教材中具有十分重要的地位和相当的分量。
加州的小学母语教材《Treasures》教学目标明确，集权威性、经典性与系统性于一体。
纵观《Treasures》可以发现，从一年级到六年级涉及到大量的自叙文写作的教学内容，写作内容丰富而系统，而且具有较强的连贯性和操作性。
这可以为我国的自叙文写作教学提供良好的例证和借鉴。
一、“麻雀虽小，五脏俱全”：美国母语教材《Treasures 》中的自叙文写作概览《Treasures》每册有六个单元，每单元有五个学习主题。
写作课程在每个主题中所占篇幅并不大，仅占两页纸。
然而，就在这两页纸中，教材给出了丰富而全面、明确又可操作的教学内容：写作内容—写作技巧—范例—写作练习—作者检查表。
其中，写作内容、写作技巧、范例为每课的第一部分内容（图1）；写作练习和作者检查表为每课的第二部分内容（图2）。
图1、图2展示了二年级教材第一单元“School Days（上学的日子）”当中的自叙文写作课程“写关于第一天上学的事情”。
可以看到，这一单元的写作课程和教材中的阅读课程是相互配合的——阅读课程的主题是“上学的日子”，写作课程与之相应为“写关于第一天上学的事情”。
《Treasures》中的这种读写结合的教材编制特点在每一个主题单元中都有所体现。
美国加州小学语文系列教材treasures——g5_u1_t1
THEME: Balloon FlightTalk About It (710)The Science of Hot-Air Balloons (712)Vocabulary/Comprehension: Make GeneralizationsUp in the Air:The Story of Balloon Flight Nonfiction (714)by Patricia LauberHot-Air Balloon Haiku Poetry (732)by Rita BristolWriting: Explanatory Writing (734)THEME: Scientists at WorkTalk About It (736)Dr. Priscilla C. Grew, Geologist (738)Vocabulary/Comprehension: SequenceHidden Worlds Nonfiction (740)from the book by Stephen Kramer, photos by Dennis Kunkel Mountain of Fire: A NativeAmerican Myth Language Arts (754)retold by Grace ArmstrongWriting: Explanatory Writing (758)Test Strategy: Author and MeNational Parks: OurNational Treasures Social Studies (760)Glossary (764)School ContestsTalk About ItWhat challenges and responsibilities come with entering a contest? What emotions can affect the contestants?Find out more aboutschool contests atVocabularyslumped strandssoggy giganticcapable creditcategories luminousContext CluesSynonyms are words thatmean the same or almostthe same thing as otherwords. For example, hugeis a synonym for gigantic.When you read an unfamiliarword, check to see if thereis a synonym nearby to useas a context clue.K_\KXc\ek:fek\jk8s Danny put his lunch tray ontothe cafeteria table, milk spilled all over hissandwich. He sat down, hung his head forward,and slumped over the food in front of him.Frowning, he began peeling the soggy milk-soaked bread from his sandwich. “This is themost ridiculous thing I’ve ever done!” he said.“It’s not that bad,” said his friend Elena,who was sitting across from him. “Just getanother sandwich.”“Sandwich? What sandwich? I am talkingabout the talent contest. It’s only two weeksaway and I don’t know what I’m doing!Everybody will laugh at me. It’s inevitable.There’s no way to avoid it!”“Don’t be so negative, Danny,” said Elenaas she rolled her eyes. “You’re going to begreat. You’re very capable. You have the skillsto do just about anything.”Danny moved his lunch tray to the side andrested his head on the table.by Howard Gabe1VO`OQbS`>Z]bReread forComprehensionStory StructureCharacter and PlotA Character and Plot Chart helps you figure out a character’s personality and events of the plot. These traits and events are part of story structure. Use your Character and Plot Chart as you reread “The T alent Contest” to figure out Elena’s traits and how her actions affect the plot of the story.Vocabulary and Comprehension“Sit up Danny,” ordered Elena. “I have an idea. Let’s brainstorm a list of things you could do. We’ll divide the list into categories or groups. Let’s start with music. You play the piano, right?”“I stopped taking lessons in third grade,” said Danny.“What about singing a song?” suggested Elena.Danny shook his head no. “Let’s move on to another category.”“What about juggling?” asked Elena, as she twisted thin strands of hair around her finger.“I don’t know how to juggle!” Danny almost shouted. “Elena, how did I get myself into this huge, gigantic mess?”“Stop being so...” Elena paused. “That’s it, DRAMA TIC!” Elena shouted excitedly. “You could do a dramaticreading. You definitely have the talent for it. Mrs. Pace always calls on you to read aloud in class. You could read a play aloud. Maybe you could even get extra credit from Mrs. Pace. She rewards students with points for doing extra reading work.”Danny thought for a minute. Then he smiled. “Elena,” Danny said, “you are a great friend!”Elena smiledback. “I just want to make sure you are a bright, shiny, luminous star when you step out onstage.”ComprehensionGenreRealistic Fiction uses settings, characters, and events that could actually exist.Story StructureCharacter and PlotAs you read, use your Character and Plot Chart.Read to Find OutHow does the kind of person Sage is affect the plot?1VO`OQbS`>Z]bA VOCABULARY DISASTERMain SelectionN one of this would have happened if it wasn’t for Forest. Forest is not a thicket of trees. Forest is a boy. A sick boy. A boy sneezing and coughing all over my desk and pencils.I caught Forest’s cold and had to stay home from school on Tuesday. Tuesday is Vocabulary Day at Webster School. Follow my advice: Never get sick on Vocabulary Day.On Tuesday afternoon I called my best friend, Starr, who is not a luminous celestial object seen as a point of light in the sky, but a very smart girl who listens perfectly on Vocabulary Day. She was late for baseball practice, so she spelled the first fourteen vocabulary words as fast as she could.I had to scribble them quickly because her mom was calling her to the car. “This last one’s ‘Miss Alaineus’!” Starr yelled.“I gotta go. I hope you feel better tomorrow, Sage.” And she hung up the phone with a crash.I didn’t feel much better on Wednesday, so my mom called Mrs. Page, who is not a single side of a printed sheet of paper usually found bound in a book. She’s my teacher, and actually Mrs. Page is a good name for her because she reads to us every day. My mom told her yes, I had my math problems and vocabulary words, and yes, I would get better soon.PlotHow do you think Starr’s rush togive Sage the vocabulary wordswill affect what happens next?Every week Mrs. Page gives us a list of words with a theme, like Story Writing or Musical Performance or Electricity.We’re supposed to look up each word in the dictionary, but sometimes I already know the words, so Itry to make the definitions sound like I looked them up.I thought I was pretty good at definitions until this week.My mom says, “Pride goeth before a fall.”Pride:an unduly high opinion of oneself.Goeth:Old English for “to go.”Fall:what happened on Monday, Vocabulary Test Day.By Thursday afternoon my head felt like it was stuffed with cotton and my throat felt swollen shut. I finished definingmy vocabulary words while propped up in bed with a box of tissues on one side and a gigantic red dictionary on the other. It’s hard to look up words in a huge book while you’re in bed blowing your nose, so I made my own dictionary language for as many of them as I could.The last word seemed a little odd to me because I couldn’t figure out what she had to do with snakes or categories or theories. Mrs. Page rarely gives us people’s names on our vocabulary lists, but we have had a few that turned into words, like Louis Pasteur for pasteurization and George Washington for Washington, D.C., so I decided she must have been included for a reason.You should know that for years I had wondered who Miss Alaineus was. When I was little I figured out that she had something to do with the kitchen, because the Miss Alaineus drawer held the spoons too big to fit anywhere else, thesharp corn holders shaped like tiny cobs, and the spaghetti spork, that weird cross between a spoon and a fork that perfectly lifts slippery spaghetti out of the bowl. I thought maybe she was an ancestor:an ancient relative long dead,who left us all these odd things in the drawer.Then just last year my mom and I were at the grocery store and it all fell into place. We were in one of those Very Big Hurries when she said, “You go get some of that long Italian bread and two sticks of butter. I’ll get Miss Alaineus’ things and meet you here at the cash register.”I found the bread and butter, and my mom came back with spaghetti sauce, a can of Parmesan cheese, a can of corn, and a big green box of spaghetti with a beautiful woman on the front. She was drawn so that her hair tumbled perfectly across the box and ended in a little plastic window, making the spaghetti look just like the ends of the strands of her hair.There she was—Miss Alaineus.So, propped up on pillows in my bed, with a tissue in one hand and a pencil in the other, I wrote:And then I fell asleep.I finally got better over the weekend and felt great on Monday. I turned in my homework to Mrs. Page and sat down at my desk, glad to be back at school with my friends. I was even glad to see Forest at our morning circle meeting.“First, I want to remind you of the Tenth Annual Vocabulary Parade on Friday,” said Mrs. Page. “I hope you are all working on your word costumes. Second, please remember to bring your bus money and permission slips for our science museum field trip tomorrow. And third, instead of our usual Monday test, we are going to have a Vocabulary Bee today.“Everyone line up here by the chalkboard, and I’ll choose a word from our list. After I pronounce the word, please spell and define it. If you are correct, go to the end of the line. If you miss the word, please sit down at your desk and look it up in the dictionary. Write the word five times and defineit once.”Starr was first with museum:“M-U-S-E-U-M:a building for exhibiting objects about art or history or science,” she said, and went to the back of the line.Cliff, not a high, steep face of rock, but one very tall boy, answered to the word dinosaur: “D-I-N-O-S-A-U-R:a prehistoric, extinct reptile, often huge,” and he went to the back of the line.I was tenth, and when Mrs. Page called out my word, I spelled: “Capital M-I-S-S, capital A-L-A-I-N-E-U-S,” and added, “the woman on green spaghetti boxes whose hair is the color of uncooked pasta and turns into spaghetti at the ends.”There was a moment of silence in the room. I smiled at Mrs. Page. She waited to see if I would add anything else, and when I didn’t, she grinned. Not smiled—grinned:to draw back the lips and bare the teeth, as in a very wide smile—and the entire class burst into one huge giggling, laughing, falling-down mass of kids. Forest was doubled over. Starr, my best friend, was laughing so hard tears came to her eyes. By now, even Mrs. Page was laughing.Pride goeth before a fall. I was Sage:one who shows wisdom, experience, judgment. Why were they laughing? “Wise-girl-with-words” my dad always called me. Whathad I said? I was beginning to turn red. Red:the color of embarrassment.Finally the room quieted. Mrs. Page opened her dictionary and wrote on the chalkboard:Miscellaneous:adj. 1. consisting of various kinds or qualities 2. a collection of unrelated objectsMy jaw dropped as I looked at the spelling. My eyes bulged as I read the definition. I didn’t bother to tell anyone about my mom and the spaghetti spork and the grocery store. Humbled:aware of my shortcomings, modest, meek,I dragged back to my seat and wrote miscellaneous five times and defined it once. And that’s when I rememberedI had even drawn a picture of the spaghetti box for extra credit. I was devastated:wasted, ravaged. Ruined:destroyed. Finished:brought to an end.CharacterWhat does Sage’s reaction to hermistake tell you about her character?They called me Miss Alaineus for the rest of the day. Sometimes a person couldn’t even get the words out before bending over with laughter. The day took a week to end. When I got off the bus I slumped home—devastated, ruined, finished.I told my mom the whole story, from the kitchen drawer to the grocery store to the Vocabulary Bee. Even my own mother laughed a little at the part about the drawing for extra credit, but at least she stopped fast and said, “You know what I always say . . . There’s gold in every mistake.”Gold?A bright yellow precious metal of great value?Mistake?Something done, said, or thought in thewrong way?“Impossible,” I told her. Impossible:not capableof happening.I couldn’t believe I everhad to go back to school.But the next day we wentto the science museum, and everyone forgot all about Miss Alaineus at the snake exhibit and the dinosaur bone lab. Then the guide said, “Thefield of bone archaeology has been influenced by a wide and unusual array of miscellaneous discoveries around the world.” The class burst out laughing, and the guide was pleasedwith herself for entertainingus so easily. And I knew:to apprehend with certainty, that my mistake was still alive and well, and nothing like gold.After school I lay on my bed and stared at the wall. How could I have beenso stupid?My mom came in andsaid it was time to workon my costume for theVocabulary Parade. Wehad finished the cape forCapable, but I still neededto make the lettering downthe back.“Mom,” I said, “I couldonly be a mistake this year.Miss Stake.”Suddenly I sat up.I looked at my mom. Shelooked at me.I smiled.She smiled.“Sweetheart,” she said,“let’s take another look atthat cape.”35It took the most courage I’ve ever hadto walk out on that stage as Miss Alaineus,Queen of All Miscellaneous Things. Butwhen Mr. Bell read my word and definition,everyone applauded and laughed wildly:in amanner lacking all restraint, and I grinned atmy mom across the auditorium.36Forest came right after me. When hebowed, his Precipitation watering-can hatrained on Mr. Bell’s new suit, and the entireaudience gasped, then cheered when Mr.Bell smiled at his soggy clothes.37To my astonishment:great shock and amazement, I won a gold trophy for The Most Original Use of a Word in the TenthAnnual Vocabulary Parade.So this time Mom was right. There was gold in this mistake.And next year I think I’m going to be . . .38Miss Sterious,Investigator of All Things Mysterious!39Author’s PurposeAuthors of fiction usuallywrite to entertain, but theymay have another purpose.What clues can help youfigure out if Debra Frasierhad more than one purposefor writing Miss Alaineus?A Few Words AboutDebra FrasierDebra Frasier’s fifth-grade daughtersaid to her one day, “Mom, today I figured outthat miscellaneous is not a person.” Herdaughter’s new wisdom gave Debra two gifts:a good laugh and the idea to write Miss Alaineus.Debra says her books take a long time becauseshe loves the creative process. Being creative is nothing new for Debra. As a child in Florida, she used to make collageswith old wood she found on the beach and miles of tape.For the illustrations, Debra again turned to her daughter for inspiration. Papers, glue, scissors, and pencils that were crammed inher daughter’s desk gave her the idea for the story’s school setting.At last Debra had completed a fun adventure about the usually tameworld of vocabulary.Another book by Debra Frasier:Out of the OceanFor more information aboutDebra Frasier visit40Comprehension CheckSummarizeUse your Character and Plot Chart to help you summarize Miss Alaineus. Include only the most important events that lead to Sage’s creativesolution to her problem.Think and Compare1.Miss Alaineus is written from Sage’s point of view. How doesthis help you know what she is like? What words or phraseswould you use to describe her? Use story details in youranswer. Story Structure: Character and Plot2.Reread page 38. What does Sage mean when she says,“there was gold in this mistake”? Use details from the story tosupport your answer. Analyze3.Even the most capable people make mistakes. How do youfeel when you make a mistake? Compare your feelings toSage’s feelings. Analyze4.Why might it be helpful to havea sense of humor when youare trying to solve a problem?Evaluate5.Look back at “The T alentContest” on pages 18–19.How is Danny’s experiencesimilar to Sage’s? Use detailsfrom each selection.Reading/Writing Across Texts1VO`OQbS`>Z]b41)))))) ))The Nationalby Nicole LeeLanguage ArtsGenreNonfiction Articles provideinformation about realpeople, places, or events.Text FeaturePhotographs and Captionsgive visual examplesthat help explain whatthe text states.Content VocabularycompetitionorallyeliminatesDoes the word autochthonous sound familiar? Luckily, toDavid Tidmarsh, it did. David correctly spelled autochthonousto win the 77th National Spelling Bee. David, from South Bend,Indiana, won the spelling championship at age 14. In the finalround of competition, David beat Akshay Buddiga, a 13-year-oldboy from Colorado.42Language Arts) ))))))) ))Welcome to the exciting and intense world of spelling bees.The National Spelling Bee takes place each June in Washington,D.C. The competition has been around for a long time. It beganin 1925 with only nine contestants. In 2004 there were 265contestants ranging in age from 8 to 15. Contestants for theNational Spelling Bee come from English-speaking countries allover the world. Students from Jamaica, Puerto Rico, and evenSaudi Arabia have competed in the National Spelling Bee.It takes a lot of hard work and dedication to advanceto the National Spelling Bee finals. Students spend a lot oftime preparing for competition. The words chosen for thecompetition are chosen from the dictionary by a panel ofword experts. There are more than 470,000 words in thedictionary, and any one of these words could be chosen forthe competition. David spent several months preparingfor the finals. He spent many hours studying a dictionary,and a list of 10,000 words that he created. Fortunately forDavid, autochthonous was one of the words on his list. AfterDavid won he said, “I was just hoping I got a word I studied.”Spelling contestants spend months poring over the dictionary.43))))))))))The purpose of the National Spelling Bee is to encouragestudents to improve their spelling, broaden their vocabularies,and develop correct English usage. During round one of thechampionships, the spellers have to take a 25-word written test.In round two, each student spells a word orally. Next, the judgesscore the students. The top 90 students move on to round three.Any mistake during round three or the later rounds eliminates thespeller. Some of the words that David had to spell before the 15thand final round were gaminerie,arete,balancelle, and sumpsimus.a r e t e Intense momentson David’s road toV-I-C-T-O-R-Y!Akshay (left) andDavid anxiouslyawait their turns./44))) )))Find out more about the National Spelling Bee atConnect and Compare1.Look at the photo of the spellers sitting on the stage.What feelings do you think the contestants experiencedduring the competition? Photographs and Captions2.What advice do you think David would give to someonewho wanted to enter a spelling bee? Evaluate3.Think about this article and Miss Alaineus. Compare howSage prepared for the vocabulary bee and David preparedfor the spelling bee. Reading and Writing Across TextsLanguage Arts ActivityDoes your state have spelling bees? Researchspelling bees in your state and write a paragraphabout what you need to do to enter a localspelling bee.Spellers qualify for the finals by winning locally sponsoredspelling bees in their home communities. Qualifying for thenational competition is a significant accomplishment. Everystudent who advances to the national competition is awardeda prize. The champion gets $17,000, a set of encyclopedias, anengraved trophy, and several other prizes. When asked what hewould do with the prize money, David said, “I might put it in asavings account,” and “I’ll probably take a little and spend it atthe mall.”a u t o ch t h o no u sg a m i n e ri e45I use supporting details to add information about mytopic sentence.My topic sentence is a clue that practicing spelling words is the main idea of the paragraph.Al w ay s n e Hu nd re d P er ce nt by Chr isti na M.6LCN? <ION ;2"'..+".-3$23Writer’s CraftA Good ParagraphA good paragraph has atopic sentence that letsa reader know what thesubject of the paragraphwill be. Supporting detailsadd information aboutthe subject.Every Friday morning my friends and I siton the rug in class and practice our spellingwords before the weekly test . We have acontest to see who can spell the words thefastest . One of us sits in our teacher ’s chairand reads the spelling words . Whoever slapsthe floor first gets a two-second head startspelling the word .A few weeks ago , Miguel had been readingthe words , and Kevin and I were spelling them .For one of the words , I lifted my hand in sucha hurry that it flew back and hit my nose . Weall laughed hysterically . Miguel laughed so hardhe fell out of the teacher ’s chair , and thatstarted us laughing all over again .Our weekly contest works out well evenwhen nothing funny happens . We get onehundred percent on our spelling tests ! Youshould try it . It ’s a fun way to studyspelling words .46Writer ’s ChecklistIdeas and Content: Are my ideas clear?Organization: Did I use a topic sentence to create a strong beginning for my paragraph ?Voice: Do the details tell how I feel? Do they make my writing sound like something I would have written?Word Choice: Did I choose strong words to tell what is happening?Sentence Fluency: Did I join related sentences to make compound sentences?Conventions: Did I capitalize proper nouns? Did I check my spelling?Your TurnWrite two or three paragraphs about a school contest that you have entered or that you would like to enter. T ell aboutwhat happened to you and how youfelt. Be sure to use a topic sentence and supporting details in each paragraph.Use the writer’s checklist tocheck your writing.47。
美国儿童英语教材
中文名: 儿童英语加州小学+中学教材英文课本:语文数学科学K-6年级含点读版(PDF内嵌音频)练习册教师书教学大纲英文名: California Treasures文字语言: 英文地区: 美国对白语言: 英语资源格式: 压缩包发行日期: 2010年简介: 部分文字目录--课文，PDF文档，没有内嵌音频,共1-6级Treasures.Grade.1.rar 54.3MBTreasures.Grade.2.rar 52.1MBTreasures.Grade.3.rar 43.1MBTreasures.Grade.4.rar 67.5MBTreasures.Grade.5.rar 49.8MBTreasures.Grade.6.rar 98.0MB--课文的独立音频，可复制到MP3机器，与课文同步收听Treasures Grade 1_Audio.rar 113967 KBTreasures Grade 2_Audio.rar 229086 KBTreasures Grade 3_Audio.rar 289480 KBTreasures Grade 4_Audio.rar 265074 KBTreasures Grade 5_Audio.rar 213548 KB--课文+音频的同步阅读版（即点读版，是本地FLASH版，不用联网，本地打开即可使用。
非EXE打包版）本地FLASH版Treasures Grade 1点读版(本地Flash版).rar 241MBTreasures Grade 2点读版(本地Flash版).rar 360MBTreasures Grade 3点读版(本地Flash版).rar 455MBTreasures Grade 4点读版(本地Flash版).rar 413MBTreasures Grade 5点读版(本地Flash版).rar 332MB使用方法：以Grade 1为例，解压后执行treas_g1.html即可，其它级别以此类推--科学，PDF文档，没有音频，但是后面科学的FLASH中有音频，二者基本是吻合的，而且可以从Flash中提取音频。
加州语文Treasures课程介绍
课程费用
学员3--6人小班授课 课程名称 课时数 有效期 3--6个月 教师 欧美外 教 课程单价 150元 课程总价 3600元
4人小班课 24节 （60分钟/节）
一对一（精深版）
课程名称
1对1精深 版
课时数
24节
有效期
3--6个月
教师
欧美外教
课程单价
250元
课程总价
6000元
Thank you!
外教风采
Maciej Bosak 研究生毕业于美国茱莉亚音乐学 院,曾任教清华国际学校,有十多 年音乐教学经验,现任中学国际部 音乐教师,教学科目: 钢琴, 小提琴, 大提琴, 单簧管。他擅长针对学 生的音乐水平，因材施教，指导 学生参加音乐演出或是国际考级， 全英教学过程，不仅提高音乐水 平，也能练习到英语口语。
G2 Book1--book2
Level 3 12--15
能较流利地用英 文交流，熟练使 用四大时态（一 般现在时/过去时/ 将来时+现在完成 时）和简单的名 词性从句来表达 自己的观点。
Level 1 5--9
能简单进行会话 交流，熟练使用 如肯否定句、一 般疑问句和特殊 疑问句等基本句 型完整地表达自 我。
零基础的孩子建议先学习自然拼读法，如果有一定语音词汇基 础的孩子适合从G1开始，年龄适合5----15岁的孩子。
加州语文(Treasures)外教精讲班课程总体系
Volume GK Book1--book2
Level Age
参考标准
G1 Book1---book5
Level 2 10--11
能较自信地用英文进行交 流，熟练使用三大时态 （一般现在时/过去时/将来 时）和多样的句式结构就 某一熟悉的话题进行陈述。
加州wonders教材GK第一周授课PPT幻灯片课件
Set a Purpose for Reading a tale often teaches a lesson. I wonder what lesson this tale will teach. Listen closely so we can find out.
Respond to Reading
Read Turn to page 12-17.
What is the girl on page 14 doing? (The girl is dancing.) Reread What is the boy on page 15 doing? How do you think he feels?
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Was the Ugly Duckling really ugly? Why or why not? Should others have called him ugly?
Make Connections Talk about how the Ugly Duckling is special.
he was always special, even though he and others didn’t think so at first.
10
T1O1 DAY3
TO12 DAY3
T13O DAY3
TO14 DAY3
15
16
17
“I Am Special”
Model Concepts About Print
I hold the book so that the letters are right side up. I can also see that the pictures are right side up. When I am done looking at a page, I will turn the page like this. Predict What do you think this story will be about?
加州教材treasures美国加州语文Treasures教材详解
加州教材treasures 美国加州语文Treasures教材详解加州教材treasures 美国加州语文Treasures教材详解大名鼎鼎的加州语文Treasures 是一套难得的兼具权威性、经典性和系统性的英语学习教材，适合小学生和初中生作为课外学习资料长期使用。
加州语文(California Treasures)是美国小学所使用的原版同步系列语文教材，由全球顶尖的教育出版公司Macmillan“英国麦克米伦”和McGraw-Hill“美国麦克劳希尔”联合出版。
这套教材是专门针对以英语为母语的学生设计、编排的。
是美国加州教育部门用于课堂正式教学的语言+文学课程，每个年级的教学资源都是根据这个年龄段学生的心智和能力编排的。
1TreasuresVS.Wonders由于奥巴马政府推行的教改， Reading Wonders 替代了 Treasures，成为目前美国小学语文教材。
那么这两套教材有什么区别，我们中国孩子更适合用那一套呢,关于这个问题，很多经验丰富的家长们已经做过大量对比，各种观点都有，感兴趣的朋友可以去做些深入了解。
我们对照了 Treasures 和 Wonders，发现两者一个比较大的区别是这样的:Treasures 更侧重于阅读，教材内容的体裁有:纪实文学、小说、诗歌……而 Wonders色彩艳丽，内容图片卡通，容易吸引孩子目光。
Treasures 的 Student Book 结构是这样的:每个级别有6个单元，一个单元下有6个阅读主题，每个主题下有一长两短共3篇课文(主题阅读、单词阅读、延伸阅读);此外，每个主题下配有一页阅读理解引导，和一页写作指导。
总之，一个主题的三四十页中，阅读量很大。
这是 Treasures 一个单元的目录Wonders 把主体教材(Student Book)分为两大部分:Reading/Writing Workshop (语文读写练习)Literature Anthology(文学精萃)对比一下，这是 Wonders Workshop 其中一个单元的目录 ...总体而言， Wonders 的课文难度比 Treasures 略低(两者绝大多数课文不重复)，但在拼写和写作上稍难于 Treasures;此外，Wonders 是为电子化而设计，过于模式化、电子化，缺少文化、艺术韵味，但是色彩艳丽，内容图片卡通，容易一下子吸引孩子。
wonders 1
标题：美国小学课堂wonders 2014版G1课程说明Wonders依然保持了原教材Treasures的“主题阅读”以及“拓展阅读”形式。
权威的编写团队、丰富的阅读选材、饶有兴趣的获奖文学作品、精美的美工设计。
除此之外，Wonders 在可阅读的文章数量上有了明显的增加，这让学生们能够获取更多的故事内容以及相关学科知识。
Wonders分为两大核心部分：语文精读(Reading/Writing Workshop) 以及文学精萃(Literature Anthology)。
精读课本保留在自然拼读、词汇练习的基础上，增加了语法、主题写作以及阅读理解与技巧讲解的部分；文学精萃课本则为原汁原味美国文学作品的合集，包括了诗歌、短篇小说、说明文等众多获奖题材。
Wonders Grade1 学习目标：朗读：大声流利朗读课文。
注意分短句朗读及句子的语音语调。
词汇：自然拼读：short a, i, o, e,u, L-blends, s-blends and r-blends; end blends, Consonant Digraphs th, sh, -ng, Inflectional Ending -es ; Long a: a_e, long i: i_e, long o: o_e, long u: u_e, long e: e_e, Soft c, soft g, dge; /u:/: oo, u; words with ar, ur, or, diphthongs ou, ow, oi, oy; variant vowel, silent letters, three-letter blends口语词汇（不要求拼写）：150个，每个单元5个主题，每个主题5个词汇高频词（要求拼写）：165个，第一单元，每个主题4个词；第二单元每个主题5个词，第三-六单元每个主题6个词加强词汇（选自课文）：30个，从第4单元开始，每个主题2个难度较大的词汇语法：句子：句子中需要大写的部分动词：一般现在时，一般过去时和一般将来时的动词形式；be动词连词，形容词（形容词的比较）代词，物主代词，第一人称的主格和宾格；程度副词阅读理解：写作：欧乐思英语小编语。
美国加州小学教材语文Treasure家长使用手册
Treasures Grade One Class Explanation(一年级课程说明)Objective:（目标）The Treasures curriculum is a Language Arts curriculum adopted by California's State Department of Education. It is an integrated reading and writing program where students will learn the skills of studying English as well as content. The program emphasizes interactivity, understanding of the content, writing, and oral English practice. It has been adopted by bilingual schools in Shanghai and is very popular with students who do not speak English as a first language.Treasures课程是一门由加利福利亚州教育部门采纳的语言艺术课程。
它由阅读和写作课程组成，通过这课程学生将会掌握到英语的学习技巧以及阅读和写作能力的提高。
课程的重点在课堂互动，内容的理解，写作以及口语练习。
该课程已被上海的双语学校所使用，在非英语母语的学生中广受欢迎。
In this grade one class, students will learn basic phonics (long and short vowels, consonant, blending sounds), writing in different styles (penmanship, personal narrative, descriptive writing, persuasive writing, journal, summary), vocabularies (how to make association between new and old words, how to improve words retention, how to understand new words in context), grammar (understanding a sentence, verb to be, nouns, synonyms and antonyms, proofreading), reading (reading and identifying different types of stories, story elements, analyzing a story with different comprehension skills), and oral English (communicating in English, public speaking, giving short presentations)在一年级，学生们将会学习基本的语音（长元音，短元音，辅音，），几种不同的写作方法（书写技巧，个人叙事体，描述性写作，说服性写作，日志，总结），单词（如何将生词与旧词联系起来，如何改善单词记忆力，如何理解课文中的生词），语法（理解句子，Be动词，名词，同义词，反意思，改错），阅读（阅读和认识故事的差异性，故事素材，运用综合技巧分析故事），以及口语（用英语交谈，演讲，做简短陈述）Materials教材)The class uses the Treasures Grade one textbook and workbooks (spelling, grammar, practice). These books are published by Macmillan/ McGraw-Hill. Supplementary readings and exercise materials will be provided.这个班将会使用Treasure课程一年级课本和练习册（拼写，语法，练习），均由麦克米兰/麦格劳-希尔出版社出版。
美国加州小学教材语文学习心得
免费英语水平测试，英语公开课试听关于“加州教材”的使用建议关于“加州教材”的使用建议，听听别人说的，学习一下~加州教材是是什么？这套教材语文是 TREASURES，科学是美国加州系统用的 California Science, 是由Macmillan 和 McGraw - Hill 两大教育巨头出版公司共同出版的教科书。
是加州教育系统用于课堂教学的主要课本。
（当然各学区有自己的教材选择权利，并不是每个学区都选用这套教材）为什么这套教材是经典教材，运用这套教材有哪些好处？这套教材由两大教育巨头出版公司共同出版，里面精选了很多非常经典的绘本和各种阅读资源。
由儿童教育专家精心挑选并编排了循序渐进的主题和相关的学习内容。
每一个年级所选用的资源都是根据这个年龄段孩子的心智和阅读水平安排的，构架合理，印制精美，内容丰富多彩。
怎么越写越像是给它写广告了哈。
反正大家一看就知道它的好了哈。
运用这套教材就省了各位东查西找，人家都给安排好了。
每本书有几个单元，每个单元由几个主题组成，每个主题又由一篇背景导入，主题绘本，和后续的练习和写作。
更好的是，苏版主发的教师参考里还有如何安排学习时间，如何教和配套的练习册。
没有比这套教材更方便更经典的东东了。
给孩子怎么用？这套教材是为小学一年级，也就是6岁的孩子准备的，对咱们英语作为外语的孩子，感觉 5～8 岁应该都可以用。
最好孩子已经有了一定的听力水平，也学了一些phonics，能自己拼读一些简单的小书。
用的时候，这个做为精读最好，另外的泛读还是需要的。
如果是参加亲子共读的家长和孩子，亲子共读可以作为泛读，可千万不要停哈。
另外的听说训练也请各位家长不要因为学习这套教材而荒废了。
这套教材用多长时间学完？这套教材的设计是为一年级的孩子用一学年，也就是9个月的时间学完的。
大家可以根据孩子自己的情况，缩短和延长。
但不要赶进度走的太快。
比方说，这套书一共有6个单元，每个单元5个主题加一个总结，就主题来说总共是30个主题，如果把总结也算上的话，就是36个部分。
美国语文1(英汉双语)
Lesson 108 第108课
Lesson 110第110 课
Lesson 109第109 课
Lesso 112 第112课
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Lesson 113 第113课
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Lesson 114 第114课
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Lesson 115 第115课
5
ALATE EXERCISES
目录分析
1
出版说明
2
译者前言
3
THE ALPHABET
4
Lesson 1第1 课
5
Lesson 2第2 课
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Lesson 3 第3课
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Lesson 4 第4课
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Lesson 6 第6课
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Lesson 8 第8课
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Lesson 5 Review第5 课课程复习
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Lesson 7 第7课
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Lesson 27第27课
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Lesson 28第28课
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Lesson 29第29课
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Lesson 30 Review第 30课课程 复习
Lesson 32第32课
Lesson 31第31课
Lesson 33第33课
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Lesson 34第34课
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Lesson 35 Review第 35课课程 复习
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Lesson 58第 58课
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Lesson 59第 59课
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Lesson 60第 60课
4 Lesson 61
Review第61课 课程复习
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Lesson 62第 62课
Lesson 63第63课 Lesson 64第64课
美国加州小学二年级语文教材Treasures Grade 2 Unit 2__(p231-491)
LargestContinentAsia17,212,000squaremiles
SmallestContinentAustralia3,132,000squaremiles
Highest MountainMountEverest,Asia29,035feet
Christopher Columbus was about to make a
voyageacross the Atlantic Ocean. He wanted
to find a shorter route from Europe to Asia.
Leaving Spain with three ships, he had high
crewcelebrated
whentheyspotted
landaftertheir
longvoyage.
223
TheSantaMaria
(center)was
Columbus’slargestship.
In March 1493, Columbus and his crew returned
to Spain. But hewasn’tfinished traveling! He made
Record
Holders!
Howhighisthetallestmountainonourplanet?
Whatisthenameofthelongestriver?Whereisthe
shortestriver?Ifyou’veeverwonderedaboutEarth’s
extremes, takea lookattheserecordholders.
加州语文Treasures课程介绍资料.
课 程 是 如 何 安 排 的 ？
期次
单元
开班典礼 Unit1
第一期
Unit2
Unit3
主题
1
Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Review 1
Level 3
Age
参考标准
5--9
10--11
12--15
能简单进行会话 交流，熟练使用 如肯否定句、一 般疑问句和特殊 疑问句等基本句 型完整地表达自 我。
能较自信地用英文进行交 能较流利地用英
流，熟练使用三大时态
文交流，熟练使
（一般现在时/过去时/将来 用四大时态（一
时）和多样的句式结构就 般现在时/过去时/
题材广泛，培养品质
涉及层面深而广，以社会人文、自然科学为主，向学生传授不同的问题及英 语语言知识。它也杜绝了中国课文的说教，让学生自己判断是非，自己去思 考，培养学生独立的思想。文
架构合理，体系完整。
Treasures教材分GK-G6年级，在每一个年级中，听、说、读、写各个系 统完备。学完整套教材可以为SSAT或者SAT考试打下很好的基础。
Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Review 2
Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Review 3
课次（1h） 主题 课次 （1h）
1
1拓展课 31来自111
1
1
测试课 2
1
1
1
1
1
1 1 1 1 1 1
《美国经典小学语文课本：美国小学语文1-6册》
《美国经典小学语文课本:美国小学语文1-6册》内容简介：《海外优秀教材编译文丛•美国经典小学语文课本:美国小学语文》为中国第一套系统引进的西方小学教材，这是一套原汁原味的美式英语书，它来自美国本土，曾在很长一段时间内被固定为美国小学生的语文教材。
单看后两册内容，对于我们的小学生而言，它或许有些高不可攀了，但是，整套书看下来是从第一册开始循序渐进，在不知不觉中很自然地达到这样的高度的。
因此，我相信只要包括小学生在内的英语初学者，从第一册开始，循着全书的脉络一步步走下去，必定会达到它最终所设定的目标。
因为这是一套经过严格筛选和实践检验过的具有科学性的教材。
《海外优秀教材编译文丛•美国经典小学语文课本:美国小学语文》的课文都是通过精心挑选，目的正是为了激发孩子们的兴趣，这样他们的表达才能更加自然，也更愿意用英文表达。
明智的教师都会给学生最早期的课文添加无穷的乐趣，对于他们来说，文本只是基础……《捕捉教育生命力》《捕捉教育生命力》是一本还原普通教师教育教学生活现场的书。
作者采撷自己的工作点滴，娓娓道来。
她点燃孩子的激情，让孩子活出自己的天资，将一个个让人头疼的“乱班”变成教育的奇迹。
在纷繁复杂的教育问题中，她总能够游刃有余，有原则但方法灵活，充满弹性。
在这其中，我们领略到一位一线教育人的专注、反思、成长以及醇厚的教育情怀。
《捕捉教育生命力》中给教师的生命素养融入一些知识基础，我们认为，理智的教师成长都是建立在学习的基础上，而不能仅仅依靠感悟。
教师生命素养，源自我们一直以来对教师生存现状和生命状态的关注。
作为教师群体，怎样可以生活得更幸福，更有意义？是我们一直在思考的问题。
本书对于广大的中小学一线教师极具参考与借鉴价值。
作者介绍：李荣霞，小学高级教师，从教20多年，先后获得北京市优秀教师、北京市“紫禁杯”优秀班主任、海淀区首届十佳班主任、海淀区优秀共产党员、海淀区优秀中队辅导员等荣誉称号。
曾在全国“创新杯”教学大赛中先后荣获语文学科一等奖和“十佳金奖”。
美国小学母语教材中的说服性写作--以美国加州教材Treasures为例
I视野I_本版编辑/张倩美图+学备语教材中的说mfi骂----以美国加州孝财才T re a s u re s为例◎荣维东李莉萍(西南大学文学院，重庆400715)摘要：说服文是一种旨在说服读者赞同某种观点或去做某事的语篇类型。
在我国这 类语篇常与议论文“糾缠”，缺少独立关注，训练也较少。
但在美国从小学一年级便开始训 练说服性写作，在教材教学中具有十分重要的地位和相当的分量。
美国教材中的说服性写 作内容丰富而系统，且连贯性、操作性强。
这可以为我国加强此类文体的写作教学提供很 好的例证和借鉴。
关键词：Treasures小学母语教材说服性写作比较一、说服性写作及其教学意义说服性写作是旨在说服读者赞同某种观点或者去做某事的语篇类型。
它是生活和工作的必备基本技能之一，在真实生活、工作、学习中都比较常见。
在美国母语科教材中，说服性写作具有相当的分量和十分重要的地位，但在我国的语文教育中，却很少接触此类语篇写作。
通过文献检索发现，我国对说服性写作的专门性研究不多。
在国际著名的P IS A考试系统和美国N A EP 教育评估框架中，叙述文、阐释文、劝说文是相互并列的三类常见文体。
丁炜教授曾定义过“劝说文”指 的是“说服读者去做某事或者赞同某种观点的文体。
这类文体通过陈述看法、理由或者通过举例支持作者提出的观点，常常以重要程度为序组织观点与信息”。
丁教授在这里说的“劝说文”其实和我们常见的“议论文”还是有所不同的。
叶黎明在《说服类文本写作：边界、特征与知识》一文中对该文类与我们常见的“议论文”的差异做过分析。
她指出“在传统的文体教学中，一向只有笼统的‘议论文’，而这种‘议论文’事 实上是阐明事理类文章和说服类、论辩类等各类文章的绞缠。
但是，这些文体之间存在着的一些显著差异，却因为被笼统地称为‘议论文’而受到忽略。
”进而她认为“由于这种绞缠，导致学生在写作说服类文章的时候，常常会不知不觉滑向阐明事理类文章写作的套路。
加州语文GK第一册
加州Wonders教材教师用书讲议GK级·第一册（翻译版）编者按Wonders教程是目前世界上少有的能和英语为母语国家孩子同步、系统学习英语语言艺术的优秀课本之一，对于孩子学语言、练思维、长知识都非常有帮助。
孩子如果能上完这套教材，跟美国公立幼儿园、小学孩子的学习内容是相差不大的。
加州Wonders教材是美国加州公立学校用于语文课堂教学的教材，从GK（幼儿园）到G6（六年级）共七个级别。
Wonders教材是参照美国共同核心州立教育标准(Common Core State Standards)编写的教材。
此外，这套教材背后渗透的写作思维、批判性阅读更是美国教育之根本，这对于培养孩子在文书准备环节、考试写作环节、面试环节、以及形成独立的思辨精神具备国际竞争力无疑是大有益处的。
听：地道的美语发音与生动有趣的教学内容相结合，有效培养锻炼孩子的语感。
说：大量的课堂口语实践，鼓励孩子表达自己的想法，不仅锻炼其英语水平，更会锻炼孩子的思维水平。
读：题材广泛的阅读材料，可以让孩子从不同方面锻炼阅读能力，故事性较强的篇目，还可以培养孩子的复述能力。
写：每个主题都会配套相关的写作练习，循序渐进提高孩子写作能力。
第1.1单元：认识新朋友主题：如何和新朋友友好相处。
第一天一、引入概念1.建立背景读出本周主题，告诉孩子我们即将学习一首诗的内容，是如何认识新朋友，保持老朋友。
Make New Friends(but keep the old) Make new friends,but keep the old.One is silver,the other is gold.A circle is round,it has no end.That's how long,I will be your friend.重复一下这首诗，告诉孩子诗讲的内容，告诉孩子这个故事讲的是如何认识新朋友，同时保持老朋友。
新朋友可以帮忙解决问题。
Unit1Goldilocksandthethreebears单元分析
Unit 1 Goldilocks and the three bears一、教材内容分析本单元主要话题是谈论房屋、住所和居室及房屋内物品的陈列。
课文通过学生熟悉的中文版三只熊的趣味故事帮助学生理解英文文本、学习方位介词以及帮助学生理解There be…句型。
教师可以充分利用书本材料进行教学与操练，也可以让学生们用身边的物品进行对话交流，或在具体的情境下（例如自己的房间、学校、自己熟悉的场所）谈论物品陈列。
本单元中，教师可引导学生结合以前学过的地点类词汇和方位介词进行表述。
在教学过程中，教师也可以提前渗透There be…句型的一般疑问句，为第二单元做铺垫。
在实际操练过程中可能会提及There be…句型的就近原则，教师也可以适当讲解。
五年级相对于三四年级的教材又增添了2个新的学习版块：Grammar time 和Culture time. 在第一单元的教学中老师要继续注重培养学生的学习兴趣，重视激发和保护学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。
二、学情分析1. 学生对三只熊故事的中文版本比较熟悉，在理解方面难度降低；2. 学生进入高年级学段，但仍然活泼好动，喜欢直观形象思维和抽象思维相结合，对故事仍充满浓厚的兴趣；2. 学生已经掌握一部分地点类、方位类、物品类词汇，但不能完整表达。
三、教学目标知识目标1. 在课文情景中学生能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；2. 基于三只熊的故事，在故事情景中反复使用、巩固there be句型；3. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思；4. 学生能够针对不同的情境活用日常用语：This … is too…5. 能理解并掌握字母c 的发音规律，熟记例词。