美国加州小学语文教材Treasures-G1U1_T1第三部分

•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。

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。

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。

772019.10•小学（西南大学文学院，重庆　400715）一、统编本以双线组织单元1.统编本三年级上册“双线组元”概述。

统编本三年级上册分为8个单元，共有27篇课文，其中包括20篇教读课文和7篇自读课文，在部分课文后设有“阅读链接”栏目；8个单元中分设了7个“语文园地”，但是“习作”与“口语交际”从“语文园地”中分列出来，分别有8次和4次练习编排。

本册书最后的3个附录表分别是《识字表》《写字表》《词语表》。

统编本三年级上册教材的人文主题分别是：学校生活、金秋时节、童话世界、祖国河山、我与自然、美好品质；并包含两个特殊单元，分别为“策略单元：预测”和“习作单元：观察”。

各单元人文主题与语文要素设置如表1。

统编教材相较于以往各个版本的小学语文教材，在结构上发生了明显的变化，由之前的按“内容主题”组织单元结构，变为按照人文主题与语文素养这两条线索对整册教材和每个单元选文进行编排。

按人文主题组织单元，即要求一个单元中的课文都能大致体现相关的主题，形成一条贯穿全套教材的显性线索。

例如，统编本三年级上册的课文就贯穿起了“人与自我”“人与自然”“人与社会”这条主题线索。

同时教材又按照语文素养这条隐性线索进行编排，即将语文素养的各种基本要素，包括基本的语文知识、必需的语文能力、适当的学习策略和良好的学习习惯，分成若干个知识点或能力训练点，由浅入深、由中美小学母语教材中阅读力培养比较——以加州《Treasures》与统编本为例◎岑佳怿　荣维东摘　要：阅读力是对所读文本的理解、运用、反思的能力，是教育力、文化力、思想力的一部分。

阅读能力的高低决定了个人语言能力、理解能力、交际能力、学习能力的高低，而母语教材正是培养学生阅读力的重要依托。

文章以美国加利福尼亚州母语教材《Treasures》Grade 3与中国统编本三年级上册教材为例，对两本教材在培养学生阅读力方面的设计与研制，进行简要的对比分析。

进而提出我国统编教材可以在“三位一体”与“双线组元”的基础上，借鉴美国教材以螺旋式上升的方式在每个单元主题中循序渐进地培养学生阅读力的经验。

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。

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。

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。

“This gives me goose bumps,” said Jabber. “They can see us, but we can’t see them. I wonder what else is out there watching us?”Dot caught her breath. “Jabber, quick. Something moved.”“I don’t see it,” said Jabber.“Look,” said Dot. “It’s moving again.”Some butterflies rose from the meadowand flew away.178“Wow, butterflies!” said Jabber. “I think the butterflies are a clue. They were hiding in plain sight, and we didn’t even see them. Maybe the other bugs are hiding in plain sight, too.”“Oh!” said Dot. “Do you mean they’re pretending to look like something else? Let’s see if you’re right.”“Dot,” said Jabber. “Do rocks breathe?”“Of course not,” said Dot.“Then I’ve found the toad.”“Jabber,” said Dot. “I found the bugs!”“Shhh,” said a grasshopper.“You’re right, Dot. There are lots of bugs here!” said Jabber. “We just have to know how to look.”The grasshopper sighed. “Go ahead. T ell the toad where we are. T ell the whole world. What are a few bugs, more or less? I’m out of here.”“Wait for us!” said the other bugs.185“Well,” said Dot, “the bugs have reallydisappeared now. But not before the greatmouse detectives solved another mystery!”Dot looked around. “Jabber, where are you?”“T ry to find me,” said Jabber. “I’m hiding inplain sight!”186。