加州wonders教材GK第一周授课(课堂PPT)
加州英语教材Wonders-G5-U1W4-4-5
Why did Arthur get no money from the invention?
What did Arthur predict in his novels?
What did Arthur predict in his novels?
He predicted in his novels: 1. a computer controlled every thing, HAL, thinking for itself. It is common today. 2. Space stations and rocket-powered missions (火箭动力导弹）and news on electronic screens.
Let's find the detail information!!
Let's find out the fact in the passage, and then Anwser the questions.
• Who is Arthur C. Clark?
• What did Arthur write about?
the Moon's orbit around the Earth
the earth
the moon
orபைடு நூலகம்it
The satellite orbits the Earth every 48 hours.
What happened in 1957 and 1960s?
In 1957, Russia launched Sputnik 1 by a rocket. In 1960s, a satellite communication system was created.
美国原版教材-Wonders之旅
优势分析
学习策略层面
1. 强化不同文体特点; Information Book（说明文）Fantasy （童话故事）Folktale(民间故事）Myth(神话）、Biography （传记）、Fiction（小说）等。 2. Learn to read.培养学生对阅读工具（阅读策略及阅读技 巧）的运用。阅读策略包括：Visualize(构建思维图像）、 Problem& Solution(提出问题&解决问题)；Make predictions(预测推理）阅读技巧包括：Main Idea and Key Details(主体大意和关键细节)、Sequence(事情发展的先后 顺序）Cause and Effect(因果关系），Point of view（人物 立场），Author's Purpose(作者意图）
简述CCSS
Common Core要求
SS重点培养学生的批判性思维、解决问题、以及分析能力。 SS课标: Cite specific textual evidence to support analysis of primary and secondary sources.
SAT要求： The student will cite the textual evidence that best supports a given claim or point.
美国原版教材
Wonders之旅
教研组：Cassie老师
什么是Wonders?
ONE 简述美国CCSS
TWO
Wonders 研发背景
THREE
Wonders 课程体系
FOUR
Wonders 优势分析
简述美国CCSS
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教材
wonders教材
当今社会，互联网技术日新月异，极大地改变着我们的生活方式，影响和改变
我们的生活。
McGraw-Hill Wonders教材更是在课堂上积极地推广这种现代化的教
育方式。
McGraw-Hill Wonders教材基于互联网技术，利用智能的形式特别注重学生的
学习。
它将笔记本电脑、移动设备和网络等技术相结合，为学生在家和学校之间以及校内访问课程资源提供一个可行的解决方案。
McGraw-Hill Wonders教材采用与Flipped Learning措施相结合的网络教学
体系，在课前提供课程内容。
它采用有趣的视频、互动活动或游戏，对课程的理解进行进一步深化，讨论学习等，同时建立学习社区，让课堂更加活跃，乐趣无穷。
除此之外，McGraw Hill Wonders教材还可以提供与课程相关的实践项目和家
庭作业。
家长可以帮助孩子学习新的知识，同时跟踪孩子们的学习进度，为他们提供有效的帮助和指导。
总之，McGraw-Hill Wonders教材为学生和老师提供了一个直观、有趣、适应
性强的合作学习环境，帮助大家学习各种知识。
通过它，我们可以及时获取新知识，丰富我们的智力宝库，提升我们的知识积累。
加州英语教材Wonders-G5-U1W4-4-5
What is scanning?
“寻读”
• ScanninБайду номын сангаас is the reading skill that requires readers to scan the passage.
ignore the information you do not need！！！
• Then, readers can locate the information that they want to know.
Let's find the detail information!!
Let's find out the fact in the passage, and then Anwser the questions.
• Who is Arthur C. Clark?
• What did Arthur write about?
Do you remember Pico Taro? PPAP guy...
•Imagine, What can you invent?
After we watch the video, let's think about what makes an inventor?
•creative thinking...
the Moon's orbit around the Earth
the earth
the moon
orbit
The satellite orbits the Earth every 48 hours.
What happened in 1957 and 1960s?
In 1957, Russia launched Sputnik 1 by a rocket. In 1960s, a satellite communication system was created.
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。
wondersGK分级阅读介绍
wondersGK分级阅读介绍爱贝小编今天简单介绍一下新加州教材的分级读物（Leveled Readers）;加州教材Reading Wonders教材体系庞大.除了Reading Writing Workshop和LiteratureAnthology这两本体系严密的必备教科书以外,还配有分级读物（Leveled Readers）。
加州教材的分级读物是根据学生掌握程度的不同分不同级别，教参里称之为Differentiated Text，一共有Approaching、ELL、On-Level、Beyond-Level，分别适合傻蛋（非贬义、理解能力未达到普通水平）、非母语普娃、母语普娃、牛娃。
ELL和On内容基本一致，部分用语考虑了在美国的非英语母语儿童的语言适应问题，用了较为平易的词汇表达相同意思。
美国加州教材体系组成：①精读课本 Reading/writing②文选 LiteratureAnthology③分级阅读 LeveledReaders这套美国加州的分级阅读教材是配套最新版的Wonders课本的，按年级划分。
每个年级根据难易程度又分了四个级别（level），每个level 30篇左右，一共119篇。
这些读物配合课本，里面对于课本里出现的生词进行了复习，并拓展了一些新词汇。
这些读物制作得非常精美，配以各种背景图及插图，并按内容分了童话故事（fantasy）、小说（fiction）、新闻报道（informational text）、现实主义小说（realistic fiction）、寓言故事（fable）、散文（nonfiction）、叙述文学（narrative nonfiction）、说明文（expository text）、民间故事（folktale）、传记（biography）、神话故事（myth）等等不同的内容，可谓内容多多，样式多多。
加州分级阅读有四个阶段：(从易到难)Ell LevelApproaching LevelOn LevelBeyond Level分级读物里的文章题材跟每周主干教材选文题材和主题内容完全一致，可以形成互补和扩展。
新版美国加州教材wonders-分级读物GK-leveled readers-approaching level_27
by Ellen DaltonSTRATEGIES & SKILLSACopyright © The McGraw-Hill Companies, Inc.All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means,or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies,Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.Send all inquiries to:McGraw-Hill EducationTwo Penn PlazaNew York, New York 10121ISBN: 978-0-02-119423-0MHID: 0-02-119423-8Printed in the United States.1 2 3 4 5 6 7 8 9 DOC 17 16 15 14 13 12Photography Credit: Cover Doug Sherman/Geofile**The total word count is based on words in the running text and headings only. Numerals and words in captions,labels, diagrams, charts, and sidebars are not included.ComprehensionStrategy: RereadSkill: Connections Within Text High-Frequency Words look, wherePhonics long o Content StandardsScienceLife ScienceWord count: 34**by Ellen Dalton2L ook where rope is from.3(l )D i m i t r i V e r v i t s i o t i s /P h o t o g r a p h e r ’s C h o i c e /G e t t y I m a g e s , (l i n s e t )S t o c k b y t e , (r )K e n W e l s h /a g e f o t o s t o c k , (r i n s e t )O l i v i e r L e Q u e i n e c /a g e f o t o s t o c kis from.4Look where paper is from.5(l )J o e l S a r t o r e /N a t i o n a l G e o g r a p h i c /G e t t y I m a g e s , (l i n s e t )S a m +Y v o n n e /F o o d P i x /G e t t y I m a g e s , (r )D o u g S h e r m a n /G e o fi l e ,(r i n s e t )T h e M c G r a w -H i l l C o m p a n i e s I n c ., K e n C a v a n a g h , p h o t o g r a p h e r6Look where chocolate is from.7(l )M a r k A P a u l d a /F l i c k r /G e t t y I m a g e s , (l i n s e t )N i c h o l a s E v e l e i g h /P h o t o d i s c /G e t t y I m a g e s , (r )L . H o b b s /P h o t o L i n k /G e t t y I m a g e s , (r i n s e t )F o o d c o l l e c t i o nWhere is this from?8P h o t o d i s c /P u n c h S t o c kLiteracy ActivitiesWhere Is It From? T alk to your partner about the book. Where is bread from? Where is popcorn from?I Use ThisD raw a picture of something you use every day. Write alabel for it.9780021194230MHID 0-02-119423-8ISBN-13 978-0-02-119423-099701EANK Grade K • Unit 9 Week 3GR B • Benchmark 2 • Lexile 40LOur Natural Resources。
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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.
24
25
26
27
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 .
29
30
I have black eyes. I have short hair.
I
.
22
Create a Word Web Share words you could use to tell how you look.
23
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.
5
Interest/characteristics
6
Profession
7
Family role
8
names
My name is . My name is John . What is your name? My name is .
Hello, My name is .
9
The Ugly Duckling
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? 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?
We Are Special
I am about to read about an animal—a duckling, it is special but doesn’t feel special.
Genre: Tale ➢ Many tales have animals as characters. ➢ Tales written by Hans Christian Andersen many years ago have been told over and over again.
P3
There is something special about this duckling. Let’s see
P4
how long it takes him to figure out
why he is special.
Retell the tale, point to the character whose action you are describing.
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
1
2
3
I
.
I am
.
(filling in your name.)
jump
sing
I jump. I sing.
TO4 DAY3
➢ Appearance ➢ Temper/character ➢ Interest
/characteristics ➢ Profession ➢ Family role
18
I
.
I am
.
(filling in your name.)
jump
sing
I jump. I sing.
19
I see my students. I am standing up. Say sentences about yourself.
20
I am
.
I am happy. I am hungry. I am tall. I am very tired.
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 Was the Ugly Duckling really ugly? Why or why not? Should others have called him ugly?
Answer the following questions. ➢ Who is the Ugly Duckling’s “mother”? ➢ How is the Ugly Duckling different from the rest of the family? ➢ How does the Ugly Duckling feel about being different? ➢ What does the Ugly Duckling learn about himself?