高效课堂钻石学案（高中模块3）

章节摘录

　　Most people who，travel from China to the US find that，despite having studied English for years，they have to"re-learn" it upon arriving.　　Words that we learned in English classes are not pronounced the same way here. To truly be part of the"melting pot"， fluency （流利） in English is not enough. You need an accent to stand out.　　When I first came to the US for graduate school， I was a nervous foreigner. I felt so out af place that I wanted tohide everything about me that was "different". To talk like an American became one of my goals.　　During my f'mst term as a .teaching assistant（ TA）， my students complained（抱怨） they could not understandme. I learned later from a study that this complaint was common among.the US students with an international TA. Itis called the" Oh， no ！" syndrome （ 情绪，举动） ： "Oh， no ！ Not another international TA， and not that accentagain！" Eversinee，people have often mistaken me for somegne from many places：the Midwest， the West Coast，China， Japan， South Korea.　　So I imitated（模仿） the way native speakers talk and， over time， I made such good pr　　gress that Americanfriends started to praise my English：as having "almost no accent". I took this as a sign of my success. Mostfrequently， people think I am from California.　　Suddenly， conformity （一致） was no longer a praise ： If I talk like an American， am I still Chinese？ If I lose myChinese accent， do I also lose my cultural identity？ Am I denying（否认） my past by being absorbed（沉浸） into anew culture？　　Now I realize that a person's accent is a permanent（永久） record of their past cultural experience and it isa mark of one's experience and exposure to different cultures.　　……

书籍目录

Unit 1 The world of our sensesWelcome/ReadingWord powerGrammar and usageTaskProject周六作业（一）周日作业（一）周六作业（二）周日作业（二）单元测试Unit 2 LanguageWelcome/ReadingWord powerGrammar and usageTaskProject周六作业（一）周日作业（一）周六作业（二）周日作业（二）单元测试Unit 3 Back to the pastWelcome/ReadingWord powerGrammar and usageTaskProject周六作业（一）周日作业（一）周六作业（二）周日作业（二）单元测试参考答案

作者简介

《高效课堂钻石学案:英语(高中模块3)》遵照“朴实”课堂“先学后讲、现讲现练、即批即补”的教学思想，按照学生的学习全程进行设计，将学习的重心前移，充分体现课前、课堂、课后的发展与联系，依据“课前导学－课堂互动－巩固拓展－检测评估”四大环节，结合具体学科课程特征编撰而成。

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