Unit 3 DiverseCultures教學(xué)設(shè)計(jì)

Period 2 Readingand thinking

該板塊的活動(dòng)主題是“了解一個(gè)具有多元文化特點(diǎn)的城市”( Learn about a city that has diversecultures)。閱讀文本是一則旅行日記。在日記中,中國(guó)學(xué)生 Li Lan記錄了自己的加州之行,并主要介紹了在舊金山一天的行程和所見(jiàn)所聞,從最初對(duì)舊金山的城市建筑產(chǎn)生興趣到逐漸體會(huì)到多元文化對(duì)這個(gè)城市方方面面的影響。課文中提到的教會(huì)區(qū)是舊金山歷史最悠久的街區(qū)之一,該街區(qū)擁有很多餐館和酒吧,生活在這里的主要是來(lái)自墨西哥和中美洲的移民。舊金山也是19世紀(jì)淘金熱的中心地區(qū),早期華工移民美國(guó)后多居住于此?，F(xiàn)在,舊金山的華人總數(shù)在美國(guó)僅次于紐約。舊金山中國(guó)城是北美地區(qū)最古老的華人聚居區(qū),也是美洲大陸中國(guó)元素最集中的地區(qū)之一。

課件教案

1. Read a traveldiary to learn about the city of San Francisco, its cultural features, and thehistory of California, and to experience the impact of multiculturalism on theUnited States;

2. By readingtexts and understanding articles, we can understand more about the root causesand social background of multiculturalism, broaden our internationalperspective, and improve our cultural understanding and identification ability;

3. Guide thestudents to use the structure diagram to classify and organize the textinformation, so as to grasp the structure of the article and the writerswriting logic;

4. Understand themeaning of new words according to context, and master the usage of key words inspecific context.

Importance:

1. Guide studentsto understand the multicultural characteristics of San Francisco and its causes;

2. Guide studentsto use structure diagrams to classify and organize text information, so as tograsp the structure of the article and the writing logic of the author;

3. Master theusage of key words in specific contexts.

Difficulties:

1. Guide studentsto use structure diagrams to classify and organize text information, so as tograsp the structure of the article and the writing logic of the author;

2. Master theusage of key words in specific contexts.

1. Read the textin advance and understand the meaning and usage of new words according to thecontext;

2. Read the textin advance to understand the structure of the article and the writers writingideas;

3. Completerelevant exercises in the guide plan in advance to further understand the text.

Step 1 Pre-reading

Activity 1

(1) Understand thegeographical environment of the United States and its surrounding areas withthe help of maps.On the map of activity 1, mark the following places: theMississippi River, the Rocky Mountains, the Pacific Ocean, the Atlantic Ocean,Canada, and Mexico.

(2)Focus onCalifornia and San Francisco.Ask students to find California and San Franciscoon the map and share some background information. Answer the question"What do you know about California or San Francisco?".

(3) Focus on thereading text of this part.

A Chinese girl, LiLan,has taken a trip there, and she wrote a travel journal.

What do you thinkshe might write about in her journal?

Depending on thestudents answers to the above questions, teacher can peruse some of the wordsin the text, for example: a melting pot, gold rush.

Step 2 Careful-reading

Activity 2

(1) Speed readingand grasp the genre of discourse.Teachers can list several text types and askstudents to determine which one the text belongs to :diary, travel journal,news report, letter, personal profile, travel guide, etc.

(2)Read quickly tofind the place names mentioned in the passage and complete activity 2.

Teachers can alsodirectly present the following place names for students to search in the text:San Francisco, the Redwood Forest, Napa Valley, the Golden Gate Bridge, theMission District, Chinatown, the Richmond District, and let students findinformation related to these places.Such as:

*San Francisco:There are a lot of old buildings, and many sit on top of the big hills.

*the RedwoodForest: the writer camped there before going back to the city of San Francisco.

(3) Read the fulltext carefully, sort out the writers writing logic and grasp the discourse structure.

(Para 1: Today...;Para3: n the afternoon...;Para4: This evening...Para 5: Tomorrowevening...)The second paragraph does not give a specific time, but it can beinferred that this paragraph describes what the author saw and heard after hearrived in San Francisco in the morning.

Step 3 While-reading

Activity 3

(1)The studentcombed through the authors travels.Ask the students to read the full textcarefully, select the key information in the text and present it with astructure diagram.Depending on their level of English, the teacher can ask thestudents to use the structure diagram in activity 3 or to create their ownstructure diagram.

(2)Read the textcarefully and answer the questions in activity 4.The first three questions inactivity 4 ask students to summarize the relevant information in the text, andthe last question asks students to dig into the topic meaning of the text, thatis, to analyze and explain the relationship between the examples and thetopic.Teacher: From Li Lans trip, what do you think is her impression of SanFrancisco or California?To guide students to understand the authors point ofview and attitude.A student might say something like this:

*She thinks thereis a mix of cultures in the city/state.

*In her opinion,it is a culturally diverse city/state.

*She believes thatpeople from diverse ethnic backgrounds have an influence on what the city stateis like now.

*She finds thatcultural diversity shows in many aspects of the city/state.

(3)The teacherUSES the mind map to present the examples found by the students as follows, andconnects them with the thematic meaning to help the students sort out thelogical thread of the article.

(4) Read the fulltext carefully and analyze the authors emotional attitude."Did Li Lanenjoy her trip in San Francisco? Can you find some evidence to support youridea?", then ask the students to complete the following table and analyzethe authors thoughts and feelings during the trip.

Step 4 Post-reading

Activity 4

(1)Opendiscussion.Ask students to pay attention to the problems in activity 5 anddiscuss the topic of cultural diversity based on their own experience.Ifstudents are not familiar with other parts of the world where diverse culturesexist, they can share their familiar ethnic cultures, talk about the diversityof Chinese culture, and further reflect on the significance and challenges ofthis phenomenon.Such as:

Benefits:
* Opportunities to experience different cultures and customs。

*Personal growth(culture awareness, intercultural communication, cooperation)

*More open-minded society
*Exchange of innovative ideas
Challenges:
*Misunderstanding across languages and cultures

*Conflictingvalues and lifestyles

*Unconsciouscultural biases

(2)Consolidate keyvocabulary.Ask the students to complete the exercises of activity 6 bythemselves. Then ask them to check the answers with their partners.(The firstlanguage:Damage of the 1906 San Francisco earthquake and fire.A secondlanguage: Yunnan - one of the most diverse provinces in China).