1、Unit 3 Diverse CulturesSection A Reading and Thinking教学设计科目：英语 课题：Section A Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：了解作者在旧金山一天的行程；掌握本课的词汇和语法。能力目标：学习日记的结构和语言风格。情感目标：体会文化的多样性，开阔学生的视野。教学重难点教学重点：引导学生理解旧金山的多元文化特征及其成因教学难点：指导学生使用结构图分类和整理文本信息，从而把握文章的结构和作者的写作逻辑。课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. L
2、eading-in学生活动：结合地图，完成活动1。Find San Francisco on the map and discuss this question in groups: What do you know and want toknow about the city?活动目的：激活学生的相关背景知识，并让他们产生阅读期待。二、 While-class 学生活动：（1）快速阅读，找出文中提到的地名信息，完成活动2。Scan Li Lans travel journal and find out the places that she has been to or plans to v
3、isit.（2）细读全文，筛选文中关键信息，并用结构图呈现出来，完成活动3。教师活动： 引导学生梳理文章结构。Before coming to SF： camped in the Redwood Forest visited Napa ValleyIn the morning： got the first impression of the city walked around the mission District ate Mexican-Chinese noodlesIn the afternoon： visited the local museum learnt about the h
4、istory of CaliforniaIn the evening： went to Chinatown ate at a Cantonese restaurantTomorrow evening： will go to a jazz bar in the Richmond District学生活动：细读全文，回答活动4的问题。1 What impressed the writer first about San Francisco?2 What is so special about the Mission District?3 Why did Chinese immigrants go
5、to San Francisco?4 What examples of ethnic diversity can you find in the journal?参考答案：1. It was a city that was able to rebuild itself after the earthquake that occurred in 1906.2. It used to be a poor area of town, but is now a centre for art, music and food.3. They went to San Francisco to seek th
6、eir fortune.4. The author ate Mexican-Chinese noodles. As the local museum shows, America was built by immigrants from different countries and cultures. The author ate Chinese food in a Cantonese restaurant in Chinatown.教师活动：（1）活动4的前三个问题要求学生概括文章中的相关信息，而最后一个问题是让学生深入挖掘文本的主题意义，即分析和说明文中实例与主题之间的关系。教师可先提出
7、问题“From Li Lans trip，what do you think is her impression of San Francisco or California？”，引导学生理解作者的观点和态度。可能的回答：She thinks there is a mix of cultures in the city/state.In her opinion，it is a culturally diverse city/state.She believes that people from diverse ethnic backgrounds have an influence on wh
8、at the city/state is like now.She finds that cultural diversity shows in many aspects of the city/state.（2）让学生在文章中找出能表现旧金山或加利福尼亚州多元文化的例子，既问题4。并适当说明每个例子如何体现文化的多样性。教师用思维导图把学生找出的例子呈现出来，以主题意义将其关联在一起，帮助他们梳理文章的逻辑主线，并进一步巩固用结构图分类和整理信息的阅读策略。活动目的：活动2要求学生搜索文本中出现的几个地点名称，旨在训练寻读技巧。活动3让学生从文中选取信息，完成LiLan的旅游行程图，旨在训练
9、学生信息梳理和加工的能力。使用结构图可帮助学生将文中碎片化信息结构化、系统化。学生需从整体上把握作者的思维轨迹，理解信息之间的联系。活动4的前三个问题关注日记中的具体细节，最后一个问题引导学生挖掘文字背后的隐含意义，找出日记中体现旧金山多元文化的实例，从而理解它们与文章主题意义的关系。三、After-class教师活动：让学生关注活动5中的问题，结合自身经历讨论文化多样性的话题。学生如果不熟悉世界上其他多元文化共存的地区，可以分享自己熟悉的民族文化，谈论中国文化的多样性，并进一步思考该现象存在的意义以及带来的挑战。1 Have you ever been to a place that has
10、 a diverse culture? What do you think brought about the cultural diversity?2 What are the benefits and challenges of cultural diversity?Benefits: l Opportunities to experience different cultures and customs.l Personal growth(culture awareness, intercultural communication, cooperation)l More open-minded societyl Exchange of innovative ideasChallenges: l Misunderstanding across languages and culturesl Conflicting values and lifestylesl Unconscious cultural biases活动目的：活动5为读后拓展迁移环节，让学生结合自身经历，思考文化多样性形成的原因及其优势与挑战，有助于培养学生的批判性思维能力。四、Summary 总结课上所学。作业布置：完成活动6。
