Unit2Studyskills:Mainpointsanddetails拓展閱讀:[課題]Findingaplace:ItalianMigrationtoAustralia[教材簡(jiǎn)析]這篇文章來(lái)自于《新理念英語(yǔ)閱讀》，它由上海外國(guó)語(yǔ)教育出版社從美國(guó)GeorgeLearning出版集團(tuán)引進(jìn)改編的一套中小學(xué)讀物。這套讀物題材廣泛，話題豐富；既有引人入勝、趣味無(wú)窮的故事，又有知識(shí)豐富、包羅萬(wàn)象的科普讀物。把語(yǔ)言輸入和知識(shí)輸入融合在一起，讓學(xué)生體驗(yàn)閱讀的樂(lè)趣，也切實(shí)提高了他們的閱讀理解能力。色彩豐富、極具趣味性的插圖在輔助讀者閱讀的同時(shí)，也讓讀者盡情享受前所未有的視覺(jué)盛宴。本節(jié)課的閱讀內(nèi)容為“意大利人的澳洲尋家之路”，該文章有六個(gè)章節(jié)的內(nèi)容，講述了二戰(zhàn)后意大利移民如何融入澳洲生活，在澳洲立足的過(guò)程。就“移民”本身來(lái)講，初二學(xué)生對(duì)于這個(gè)話題并不陌生，但鮮有讀到篇幅較長(zhǎng)的關(guān)于“移民”的英語(yǔ)文章，更談不上用英語(yǔ)來(lái)表達(dá)與話題相關(guān)的思考。通過(guò)學(xué)習(xí)這篇文章，學(xué)生不僅對(duì)“移民”所蘊(yùn)含的深層次含義有了比較理性、全面的認(rèn)識(shí)，還拓展了英語(yǔ)思維，提高了獨(dú)立閱讀的能力。[目標(biāo)預(yù)設(shè)]1．知識(shí)與技能：了解意大利人移民的背景，能夠讀懂并且了解文章的脈絡(luò)；掌握閱讀的基本技能技巧，并在獲取信息的基礎(chǔ)上培養(yǎng)學(xué)生的發(fā)散性思維和良好的閱讀習(xí)慣。2．過(guò)程與方法：通過(guò)一個(gè)意大利的短篇視頻導(dǎo)入話題，然后通過(guò)小組討論呈現(xiàn)意大利人移民的背景信息，讓學(xué)生帶著不同層次的任務(wù)去閱讀文本，了解文章的內(nèi)容；然后以文本為基礎(chǔ)，通過(guò)問(wèn)題鏈的形式提高學(xué)生閱讀理解的速度和分析能力，使他們?cè)趯W(xué)習(xí)過(guò)程中發(fā)展綜合語(yǔ)言運(yùn)用能力，提高人文素養(yǎng)。3．情感態(tài)度價(jià)值觀：學(xué)生能明白幸福的生活來(lái)之不易，需要付出艱辛的勞動(dòng)；正確的看待移民問(wèn)題，同時(shí)要傳承祖國(guó)的優(yōu)秀文化傳統(tǒng)。[重點(diǎn)、難點(diǎn)]1.讀懂文章，了解文章的大意。2.讓學(xué)生了解閱讀的技巧，培養(yǎng)學(xué)生英語(yǔ)閱讀的思維。[設(shè)計(jì)理念]《英語(yǔ)課程標(biāo)準(zhǔn)》指出：學(xué)生應(yīng)通過(guò)大量的專項(xiàng)和綜合性語(yǔ)言實(shí)踐活動(dòng)，形成綜合語(yǔ)言運(yùn)用能力。為真實(shí)語(yǔ)言交際打基礎(chǔ)”。課外閱讀可以開(kāi)闊學(xué)生的視野，深化發(fā)展他們的思維能力，豐富文化經(jīng)歷，形成跨文化意識(shí)。閱讀是一個(gè)語(yǔ)言心理的猜測(cè)過(guò)程（Goodman）。閱讀過(guò)程實(shí)際上就是讀者與文章的交互過(guò)程。對(duì)閱讀材料的處理上，通過(guò)由易到難，由淺入深的問(wèn)題鏈，讓學(xué)生經(jīng)歷字面閱讀---推理閱讀---形象閱讀三個(gè)階段，使學(xué)生理解層次不斷深入，逐漸實(shí)現(xiàn)由知識(shí)向技能的轉(zhuǎn)化。把低層次閱讀和高層次閱讀相結(jié)合，強(qiáng)化深度學(xué)習(xí)獲得的新的閱讀能力。[設(shè)計(jì)思路]1.一讀大意——通過(guò)問(wèn)題引出文章大意。2.二讀脈絡(luò)——文章框架結(jié)構(gòu)。3.三讀細(xì)節(jié)——圍繞框架提出任務(wù)。4.深入綜合——基于文本應(yīng)用。5.升華——提升情感、態(tài)度、價(jià)值觀。[教學(xué)設(shè)備]多媒體，黑板[教學(xué)過(guò)程]:TeachingProceduresStep1Leadin:WatchavideoT:Whichcountryisthevideoabout?S:Italy.T:HaveyoubeentoItaly?S:…T:Today,we’llreadanarticleaboutItalians.(設(shè)計(jì)說(shuō)明:通過(guò)視頻激活話題，活躍課堂氣氛，為導(dǎo)入文章做準(zhǔn)備。)Step2Presentation:predictionT:Whatisthearticleprobablyabout?S:…T:Let’sseeifyourpredictionisright.Lookthroughthearticleandtellhowmanychaptersthereareinthearticle.Chapter1------ItaliansinAustraliaChapter2------ArrivingChapter1------ItaliansinAustraliaChapter2------ArrivingChapter3------DifficultYearsChapter4------SettlinginChapter5------ChangesChapter6-----Acasestudy（設(shè)計(jì)說(shuō)明：通過(guò)讀前預(yù)測(cè)，形成合理閱讀預(yù)期；了解每個(gè)章節(jié)的大意，幫助學(xué)生把握文章宏觀結(jié)構(gòu)，形成恰當(dāng)?shù)拈喿x策略和文體意識(shí)，為后續(xù)閱讀打好基礎(chǔ)。）Step3Fastreading---Chapter1T:LookthroughChapter1andtellifthefollowingistrueorfalse.1.ItaliansbeganmigratingtoAustraliainthe1800s.2.ItaliansarrivedinAustraliainlargenumbersaftertheFirstWorldWar.（設(shè)計(jì)說(shuō)明：通過(guò)略讀，找到意大利人移民到澳洲的時(shí)間。）Step4ScanningChapter1T:Inlargenumbers---Howlarge?WhatwasthenumberoftheItalianmigrants?Ifyouhaveachancetomigrate,whichcountrywillyouchooseandwhy?S:…T:CanyouguesswhichcountryIwillchoose?S:…T:Iwillnotgoanywhere.Myparents,myfriendsandmyrelativesareallinChina.WhyamIbotheredtomigratetoanothercountryandspendmosttimemissingthem?AndIthinkChinaistheperfectcountryformigration.Anyway,differentpeoplehavedifferentreasonsformigration.WhataboutItalians?WhydidtheymigratetoAustralia?S:Tofindworkandescapepoverty.T:Sincetheyhadachancetostartanewlifeandgetrich,weretheyhappy?S:No.T:Canyoufindasentencetoshowthat?S:Itwasdifficulttomakeachoice.T:Why?S:IttookyearsforthewholefamilytomeetinAustralia.T:Andwhenyou’reinanewcountry,thereissomethingyoudon’tknow,somethingunknownordifferences.Butdidtheygiveup?S:No,theystilldecidedtoleavetheircountryforAustralia.（設(shè)計(jì)說(shuō)明：這里設(shè)計(jì)了一個(gè)問(wèn)題“如果給你一個(gè)機(jī)會(huì)移民，你會(huì)選擇去哪個(gè)國(guó)家？為什么？”，并讓學(xué)生猜測(cè)老師想移民到哪個(gè)國(guó)家，教師對(duì)學(xué)生的點(diǎn)評(píng)以及師生之間的互動(dòng)給課堂注入了活力。再通過(guò)細(xì)讀，讓學(xué)生體味意大利人移民的原因。）Step5Fastreading---Chapter2T:ReadChapter2andtellhowmanydifferencestherearebetweenAustraliaandItaly.Andwhatarethey?S:Familylife,languageandfood.Step6ScanningChapter2T:Readandfindmoredetailsabouttheirdifferences.CountryCountryDifferencesAustraliaItalyFamilylife1.liveinnuclearfamilies2.movefromplacetoplace1.livewithextendedfamilies2.feelconnectedtothelocalareaLanguageEnglishItalianFoodLocalfoodItalianfoodT:CouldtheyspeakEnglishwell?S:No.T:SoitwasdifficultforthemtounderstandAustraliansandmakethemselvesunderstood.HowmuchItalianfooddoyouknow?S:Pasta,pizza…T:DoyouwanttoknowwhatotherItalianfoodislike?Let’swatchavideo.T:Theylooksodelicious.Justbylookingatthepictures,wewanttohaveabite.（設(shè)計(jì)說(shuō)明：在把握章節(jié)結(jié)構(gòu)的基礎(chǔ)上關(guān)注內(nèi)容細(xì)節(jié)，引導(dǎo)學(xué)生歸納出“三個(gè)方面不同的表現(xiàn)”。）Step7MakeaconclusionChapter1tellsthenumberofItalianmigrantsandtheirreasonformigration,andChapter2showsthedifferencesbetweenAustraliaandItaly.Sothesetwochaptersshowthebackgroundofmigration.Chapter1------over250000Italians------findworkandescapepovertyfamilylifebackgroundofmigrationChapter2------differencesbetweenAustralia&Italianlanguagefood（設(shè)計(jì)說(shuō)明：用板書(shū)對(duì)第一、二兩章內(nèi)容進(jìn)行歸納總結(jié)，培養(yǎng)學(xué)生的概括能力，同時(shí)也有助于為下面的閱讀理清思路。）Step8FastreadingChapter3&4T:Foodisamemory.Anditispartofculture.Becauseofthelanguageandculturaldifferences,lifewasdifficultfortheItalianmigrants.Whatelsemadetheirlifedifficult?S:Theycan’tbeacceptedbyAustralians;theyworkedhardbutgotlowpay.（設(shè)計(jì)說(shuō)明：略讀找出導(dǎo)致生活困難的原因，為接下來(lái)的問(wèn)題做鋪墊。）Step9ScanningChapter3&4T:Facingdifficulties,didtheygiveup?S:No.T:Howdoyouknow?Couldyougivemeasentence?S:Theywerenotafraid.T:Whatdidtheydo?S:TheyboughthousesandformedsmallItaliancommunities.T:Whydidtheydothat?Whydidn’ttheylivewithAustralians?IthinktheycouldlearnmoreEnglishandmakethecommunicationeasier.S:TheycouldkeeptheirItalianIdentity.T:WhatdidtheydotokeeptheItalianidentity?S:Theyspoketheirownlanguageandcarryonoldtraditions.T:Whatdidtheydotokeeptheiroldtraditions?S:Theygrewfoodandvegetablesandmadetheirownfoodathome.SomeevenimportedtheItalianfoodintoAustralia.1.languageandculturaldifferences1.languageandculturaldifferences2.notacceptedbyAustralians3.hardworkbutgetlowpaydifficultlifenotafraidnotafraidspeakItaliancarryonoldtraditionsspeakItaliancarryonoldtraditionskeepItalianidentitybuyhousesandkeepItalianidentityformItaliancommunities（設(shè)計(jì)說(shuō)明：一連串深入的問(wèn)題提升了學(xué)生的思維參與度，進(jìn)而轉(zhuǎn)思維為語(yǔ)言，鍛煉了英語(yǔ)表達(dá)能力。）Step10FastreadingChapter5T:ItalianstriedhardtosettleinAustralia.Butwhattheydidwasnotenough.WhoelsehelpedthemfindtheirownplacesinAustralia?S:ThesecondgenerationandAustraliangovernment.（設(shè)計(jì)說(shuō)明：文本總共六章，不同章節(jié)在內(nèi)容和難度層次上是有區(qū)分度的，對(duì)學(xué)生掌握的要求也不盡相同。因此在課堂閱讀過(guò)程中，對(duì)不同章節(jié)的處理是不同的。）Step10ReadaletterandfillintheblanksT:Hereisaletterwrittenbyagirltoheraunt.Readandhelpherfinishtheletter.DearAunt:It’sbeenamonthsinceIwrotetoyoulasttime.Lifeisstillhard.It’sdifficultforustounderstandeachotherbecauseof______________.Italyusedtobe______________intheSecondWorldWar.However,wetryourbesttogetusedtothelifehere.MumandDadworkhardeventhoughtheycan______________.Theyarenotafraidofthehardworkbecausetheywanttogiveme______________.WeliveinsmallItaliancommunitiesspeakingourownlanguage______________andcarryon______________.Weevengrowfamiliarfruitandvegetablesinourgardensand______________athome.Lookforwardtohearingfromyou!YoursLuisa（設(shè)計(jì)說(shuō)明：讓學(xué)生通過(guò)理解細(xì)節(jié)來(lái)完成補(bǔ)全缺失的任務(wù)，加深對(duì)文本的印象。）Step11Makeaconclusion1.languageandculturaldifferences1.languageandculturaldifferences2.notacceptedbyAustralians3.hardworkbutgetlowpayspeakItaliantheirfighttosettleincarryonoldtraditionsChapter3------dspeakItaliantheirfighttosettleincarryonoldtraditionsChapter4------buy…andform…------keepItalianidentityChapter5------thesecondgenerationandAustraliangovernment（設(shè)計(jì)說(shuō)明：再次用板書(shū)對(duì)第三、四、五章內(nèi)容進(jìn)行歸納總結(jié)，讓學(xué)生形成清晰的文章內(nèi)容脈絡(luò)圖，鍛煉他們提煉信息的能力，從而加深對(duì)文章內(nèi)容的理解。）Step12FastreadingChapter6T:Whowrotetheletter?S:Luisa.T:Inwhichchaptercanwefindherinformation?S:Chapter6.T:LookthroughChapter6andfindmoreinformationaboutLuisa.CouldLuisaspeakEnglishwell?Howdoyouknow?S:Shewasthetranslatorofherparents.Name:Luisa

Age:9

Father:workforaconstructioncompany

Mother:makeclothesforwomen

Birthplace:Melbourne,Australia

Language:Italian&English（設(shè)計(jì)說(shuō)明：快速閱讀第六章，找出個(gè)案研究的主人公Luisa,為接下來(lái)對(duì)她的深入分析做好鋪墊。）Step13ScanningChapter6T:Whenshegrewup,wasshehappy?S:No.T:Soshehadsomeproblemsorsomegrowingpains.Whatarethey?S:Parentsareveryprotective.T:Areyourparentsveryprotective?Doyoulikeit?Whatdoyouwantyourparentstobelike?S:…T:Someparentsaretooprotective,somearetoostrict,othersseemtomisunderstandyou.However,nomatterwhatyourparentsarelike,talktothemandtrytounderstandthem.Theyloveyouverymuch,butsometimestheydon’tknowhowtoexpress.Whatelse?S:Friendscan’tunderstandher.T:Doyouhavefriends?Whataretheylike?Doyouoftenshareworriesorsecretswitheachother?SoIthinkit’sgreattohavefriendstotalkto.Don’tkeepworriesorsadnesstoyourselves.Whatelse?S;It’sdifficulttoworkoutheridentity.T:Shewasn’tsureaboutheridentity.ShewaswonderingwhethershewasanAustralianorItalian.That’scultureshock.Astimewentby,Luisahadherownchildren,didtheyhavethesameproblemastheirmother?S:No.T:Thatmeanstwodifferentculturesgetmixed.（設(shè)計(jì)說(shuō)明：依據(jù)文章的細(xì)節(jié)，字面意思進(jìn)行必要的推理、推論。通過(guò)問(wèn)題鏈剖析Luisa的成長(zhǎng)煩惱，引發(fā)學(xué)生探究學(xué)習(xí)，挖掘蘊(yùn)含在文本之中的深層含義，揭示移民隱射出來(lái)的“文化沖突”。）Step14DiscussionSinceLuisahashergrowingpains,whataboutyou?Haveadiscussionandtalkaboutyourgrowingpains.（設(shè)計(jì)說(shuō)明：將閱讀材料與真實(shí)的生活聯(lián)系起來(lái)，特別是與讀者自身的經(jīng)歷、知識(shí)、觀點(diǎn)聯(lián)系起來(lái)。讓學(xué)生討論他們成長(zhǎng)過(guò)程中的煩惱，同時(shí)正確地引導(dǎo)學(xué)生處理成長(zhǎng)中的一些煩惱，使下一步的對(duì)話水到渠成。）Step15MakeadialogueYouinvitedLuisatoyourbirthdayparty,butshedidn’tcome.Youaskedheraboutthat,andthenyoutalkedabouteachother’sgrowingpains.You:Hello,Luisa,whydidn’tyoucometomybirthdayparty?Luisa:Sorry,becausemyparents…/sometimesmyfriends…/andIcan’t…You:(Youropinionoradvice)Luisa:Whataboutyou?You:parents…/exams…/homework…/notenoughsleep…/notimetorelax…/nofriendstotalkto…Luisa:(opinionoradvice)（設(shè)計(jì)說(shuō)明：通過(guò)作對(duì)話，激發(fā)學(xué)生的思維能力、想象能力和創(chuàng)造能力，增加自由運(yùn)用課堂所學(xué)表達(dá)陳述個(gè)人看法的機(jī)會(huì)，訓(xùn)練他們的綜合語(yǔ)言運(yùn)用能力。）Step15Makeaconclusio