Unit3ReadingandThinking名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容Learnaboutacitythathasdiversecultures主題語(yǔ)境：人與社會(huì)主題群：社會(huì)服務(wù)與人際溝通子主題：跨文化溝通、包容與合作語(yǔ)篇類型：旅游日記文本分析：[What]本文是一篇游記，講述了作者在美國(guó)舊金山的一次旅行。文章按照旅行的時(shí)間順序，依次介紹了早中晚分別參觀的地方，如：舊金山城中心教會(huì)區(qū)（MissionDistrict）、當(dāng)?shù)夭┪镳^、唐人街等，并以每個(gè)地點(diǎn)為依托，通過(guò)所見(jiàn)和感悟，介紹了舊金山的現(xiàn)狀和多元文化形成的過(guò)程和原因。文中包含了豐富多樣的舊金山多元文化特征，以及旅行者的內(nèi)心感受。[Why]從中國(guó)游客的視角以游記的形式介紹多元文化之城——舊金山概況。[How]該文是一篇典型的游記，其明線是按照時(shí)間、路線、見(jiàn)聞、感受的線索展開(kāi)。通過(guò)作者親歷舊金山的旅行見(jiàn)聞，呈現(xiàn)了這次旅行。暗線則是對(duì)舊金山多元文化產(chǎn)生的原因、形成過(guò)程和現(xiàn)狀進(jìn)行介紹，使讀者了解舊金山的主要概況。課時(shí)目標(biāo)1.獲取和梳理作者在舊金山旅游的所見(jiàn)、所聞和所感。2.分析、概括、闡釋舊金山多元文化產(chǎn)生的原因。3.推理與論證多元文化產(chǎn)生的原因，批判與評(píng)價(jià)多元文化的優(yōu)點(diǎn)及所帶來(lái)的挑戰(zhàn)。重點(diǎn)難點(diǎn)重點(diǎn)：通過(guò)閱讀，獲取和梳理作者在舊金山旅游的所見(jiàn)、所聞和所感，概括、整合、闡釋舊金山多元文化產(chǎn)生的原因和發(fā)展過(guò)程。難點(diǎn)：推理與論證多元文化產(chǎn)生的原因，批判與評(píng)價(jià)多元文化的優(yōu)點(diǎn)及所帶來(lái)的挑戰(zhàn)。教學(xué)準(zhǔn)備教師準(zhǔn)備：了解舊金山多元文化形成的信息，獲取、分析、評(píng)價(jià)多元文化產(chǎn)生的原因和優(yōu)缺點(diǎn)。學(xué)生準(zhǔn)備：1.預(yù)習(xí)本課時(shí)的相關(guān)詞匯。2.了解舊金山的歷史和概況。教學(xué)過(guò)程StepI學(xué)習(xí)理解活動(dòng)一：感知與注意（Brainstorm）Beforereading,askstudentstolookatthemapandpicturesofSanFranciscoanddiscussingroups:Whatdotheyknowandwanttoknowaboutthecity?Suggestedanswers：SanFranciscoisacityinCaliforniaontheWestCoastoftheus.ItisfamousforitsChinatownanditssportsteams.【設(shè)計(jì)意圖】在閱讀前，讓學(xué)生看地圖和圖片，討論關(guān)于舊金山的有關(guān)知識(shí)，有助于激活主題背景知識(shí)、形成閱讀前的期待，同時(shí)提高學(xué)生自主閱讀的效率?；顒?dòng)二：讀前預(yù)測(cè)（Predictthecontent）Format：Theheroine：Whereshevisit：Thetextisabout：Suggestedanswers：Format:traveljournalTheheroine:LilanWhereshevisit:SanFrancisco,USThetextisabout:LiLanrecordedwhatshesaw,heard,didandfeltinhertraveljournalaftervisitingSanFrancisco,US活動(dòng)三：獲取與梳理（GettoknowSanFrancisco）1.獲取信息（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.策略學(xué)習(xí)（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【設(shè)計(jì)意圖】通過(guò)完成時(shí)間表，學(xué)生梳理出作者旅游的行程，形成對(duì)文章結(jié)構(gòu)的總體認(rèn)識(shí)。StepⅡ應(yīng)用實(shí)踐活動(dòng)四：分析與判斷（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.【設(shè)計(jì)意圖】針對(duì)文本內(nèi)容設(shè)置問(wèn)題，鼓勵(lì)學(xué)生從語(yǔ)篇中獲得新知。通過(guò)分析、判斷、概括和整合語(yǔ)篇中的信息，感知和理解語(yǔ)篇中語(yǔ)言所表達(dá)的意義和所承載的文化價(jià)值取向?；顒?dòng)五：內(nèi)化與運(yùn)用（Focusonlanguage）（Part6,P29）Askstudentstocompletethefollowingsentencesusingwordsfromthetraveljournalandbesuretousethecorrectforms.Suggestedanswers：1Over3，000liveswereclaimedinthe1906SanFranciscoearthquakeandtheseriesoffiresthatoccurredafterit.Morethan80%ofthecitywasdestroyedincludingmuchofthedowntownarea.Oneareathatwashitthehardestwasthemissiondistrict2YunnanProvinceisdefinitelyoneofthemostdiverseprovincesthatIhaveeverbeento.Apartfrombeingthekingdomofflowers，itishometomanyethnicminoritygroups.AftervisitingthesouthernpartofYunnan，IhavetoadmitthatitisthebestregionofChinatoescapethecoldwinter.【設(shè)計(jì)意圖】本環(huán)節(jié)圍繞語(yǔ)言知識(shí)設(shè)計(jì)了一個(gè)練習(xí)，讓學(xué)生使用課本所學(xué)單詞在語(yǔ)境中填空，內(nèi)化語(yǔ)言的同時(shí)無(wú)形中也引導(dǎo)學(xué)生閱讀了更多同類主題的語(yǔ)篇。StepⅢ遷移創(chuàng)新活動(dòng)六：批判與評(píng)價(jià)（Youropinions）（Part5，P29）Askstudentstoworkingroupsanddiscussthequestions：（1）Haveyoueverbeentoaplacethathasadiverseculture？Whatdoyouthinkbroughtabouttheculturaldiversity？（2）Whatarethebenefitsandchallengesofculturaldiversity？Suggestedanswers：（1）OneculturallydiverseplacethatIhavebeentoisHarbin，thecapitalcityofHeilongjiangProvince.IwenttherelastyearwithmyfamilytoseetheIceandSnowFestival，andIwasamazedathowtheculturewasdifferentfrommostotherChinesecities.ItisgreatlyinfluencedbyRussia，withbeautifulRussianarchitectureandlotsofinterestingrestaurants.IlearntthatHarbiniscalled“theOrientalMoscow”andthatmanyRussianssettledtheretohelpbuildtherailwayover100yearsago.（2）Thebenefits：Peopleareabletoexperienceawidevarietyofcultures，makingtheirlivesmoreinterestinganditcandeepenthefeelingsofournational