Unit3-Reading-and-Thinking-名师教学设计

Unit3ReadingandThinking名师教学设计课时内容Learnaboutacitythathasdiversecultures主题语境：人与社会主题群：社会服务与人际沟通子主题：跨文化沟通、包容与合作语篇类型：旅游日记文本分析：[What]本文是一篇游记，讲述了作者在美国旧金山的一次旅行。文章按照旅行的时间顺序，依次介绍了早中晚分别参观的地方，如：旧金山城中心教会区（MissionDistrict）、当地博物馆、唐人街等，并以每个地点为依托，通过所见和感悟，介绍了旧金山的现状和多元文化形成的过程和原因。文中包含了丰富多样的旧金山多元文化特征，以及旅行者的内心感受。[Why]从中国游客的视角以游记的形式介绍多元文化之城——旧金山概况。[How]该文是一篇典型的游记，其明线是按照时间、路线、见闻、感受的线索展开。通过作者亲历旧金山的旅行见闻，呈现了这次旅行。暗线则是对旧金山多元文化产生的原因、形成过程和现状进行介绍，使读者了解旧金山的主要概况。课时目标1.获取和梳理作者在旧金山旅游的所见、所闻和所感。2.分析、概括、阐释旧金山多元文化产生的原因。3.推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。重点难点重点：通过阅读，获取和梳理作者在旧金山旅游的所见、所闻和所感，概括、整合、阐释旧金山多元文化产生的原因和发展过程。难点：推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。教学准备教师准备：了解旧金山多元文化形成的信息，获取、分析、评价多元文化产生的原因和优缺点。学生准备：1.预习本课时的相关词汇。2.了解旧金山的历史和概况。教学过程StepI学习理解活动一：感知与注意（Brainstorm）Beforereading,askstudentstolookatthemapandpicturesofSanFranciscoanddiscussingroups:Whatdotheyknowandwanttoknowaboutthecity?Suggestedanswers：SanFranciscoisacityinCaliforniaontheWestCoastoftheus.ItisfamousforitsChinatownanditssportsteams.【设计意图】在阅读前，让学生看地图和图片，讨论关于旧金山的有关知识，有助于激活主题背景知识、形成阅读前的期待，同时提高学生自主阅读的效率。活动二：读前预测（Predictthecontent）Format：Theheroine：Whereshevisit：Thetextisabout：Suggestedanswers：Format:traveljournalTheheroine:LilanWhereshevisit:SanFrancisco,USThetextisabout:LiLanrecordedwhatshesaw,heard,didandfeltinhertraveljournalaftervisitingSanFrancisco,US活动三：获取与梳理（GettoknowSanFrancisco）1.获取信息（Readthetextandanswerthefollowingquestions.）（1）Wherehasshebeentoandwheredoessheplantovisit？（2）WhendidtheearthquakehappeninthecityofSanFrancisco？（3）WheredidLiYangofordinner?（4）Howisthearticleorganised？Suggestedanswers：（1）Shehasbeento：RedwoodForest，NapavalleyMissionDistrict，alocalmuseum，ChinatownandsheplanstovisitRichmondDistrict.（2）In1906（3）ACantoneserestaurant（4）Timeorder/Timeline（morning，afternoon，eveningandtomorrow）2.策略学习（Classifyandorganiseinformation）Introducethelearningstrategy：Classifyandorganiseinformationtostudents.Classifyandorganiseinformation：Wecanbetterunderstandapassagebyclassifyingororganisingtheinformationinit.Classifyingmeansdecidingthekindinformation，e.g.dates，numbers，opinions.Organisingmeansputtingthingsinorder,e.g.accordingtohowoldhowmuch,whatkind.Sometimesitisagoodideatodrawadiagramtoorganisetheinformationinthepassage.3.Completethetimeline(Part3,P29)(1)AskstudentstoreadthetraveljournalagainandcompletethetimelineofLilan’straveljournal.BeforecomingtoSanfranciscomorningafternooneveningtomorrow(2)ChecktheanswersSuggestedanswers：BeforecomingtoSanfranciscoCampedintheredwoodForsest；VisitedNapaValleymorningExploredtheneighbourhoodlearntaboutMissionschoolart:atemexicanChinesenoodlesfromafoodtruckafternoonWenttoahistoricalmuseumeveningWenttoChinatowntoenjoysomehomestylecookingtomorrowWillgotoaazzbarintheRichmondDistrict【设计意图】通过完成时间表，学生梳理出作者旅游的行程，形成对文章结构的总体认识。StepⅡ应用实践活动四：分析与判断（Answerthequestions）Askstudentstoreadthetextandtrytoanswerthequestionsusinginformationfromthetraveljournal.（1）WhatimpressedthewriterfirstaboutSanFrancisco？（2）WhatissospecialabouttheMissionDistrict？（3）WhydidChineseimmigrantsgotoSanFrancisco？（4）Whatexamplesofethnicdiversitycanyoufindinthejournal?（5）WhydoesthecityofSanFranciscohavediversecultures？Suggestedanswers：（1）Thebeautifuloldbuildings，manysittingontopofbighills.（2）TheMissionDistrictisavibrant，historicalareafullofcultureandlife.（3）Toseektheirfortuneinthegoldrush.（4）TheMissionDistrictwhichisfullofpeoplefromMexicoorCentralAmerica：Mexican-Chinesenoodlesfromafoodtruck；Chinatown.（5）Becausegoldwasdiscoveredthereandmanypeoplecamefromallovertheworldtoseektheirfortuneandwhentheimmigrantslefttheircountries，theycarriedabitofhomeintheirheartsandbuiltanewhomeinthecityofSanFrancisco.【设计意图】针对文本内容设置问题，鼓励学生从语篇中获得新知。通过分析、判断、概括和整合语篇中的信息，感知和理解语篇中语言所表达的意义和所承载的文化价值取向。活动五：内化与运用（Focusonlanguage）（Part6,P29）Askstudentstocompletethefollowingsentencesusingwordsfromthetraveljournalandbesuretousethecorrectforms.Suggestedanswers：1Over3，000liveswereclaimedinthe1906SanFranciscoearthquakeandtheseriesoffiresthatoccurredafterit.Morethan80%ofthecitywasdestroyedincludingmuchofthedowntownarea.Oneareathatwashitthehardestwasthemissiondistrict2YunnanProvinceisdefinitelyoneofthemostdiverseprovincesthatIhaveeverbeento.Apartfrombeingthekingdomofflowers，itishometomanyethnicminoritygroups.AftervisitingthesouthernpartofYunnan，IhavetoadmitthatitisthebestregionofChinatoescapethecoldwinter.【设计意图】本环节围绕语言知识设计了一个练习，让学生使用课本所学单词在语境中填空，内化语言的同时无形中也引导学生阅读了更多同类主题的语篇。StepⅢ迁移创新活动六：批判与评价（Youropinions）（Part5，P29）Askstudentstoworkingroupsanddiscussthequestions：（1）Haveyoueverbeentoaplacethathasadiverseculture？Whatdoyouthinkbroughtabouttheculturaldiversity？（2）Whatarethebenefitsandchallengesofculturaldiversity？Suggestedanswers：（1）OneculturallydiverseplacethatIhavebeentoisHarbin，thecapitalcityofHeilongjiangProvince.IwenttherelastyearwithmyfamilytoseetheIceandSnowFestival，andIwasamazedathowtheculturewasdifferentfrommostotherChinesecities.ItisgreatlyinfluencedbyRussia，withbeautifulRussianarchitectureandlotsofinterestingrestaurants.IlearntthatHarbiniscalled“theOrientalMoscow”andthatmanyRussianssettledtheretohelpbuildtherailwayover100yearsago.（2）Thebenefits：Peopleareabletoexperienceawidevarietyofcultures，makingtheirlivesmoreinterestinganditcandeepenthefeelingsofournational