Unit 3 DIVERSE CULTURES
Reading and Thinking：San Francisco — A City of Diversity
第1课时
教学容
课重点理清旅行日记文体特征时间轴空间轴基础梳理文浅层信息旧金山元文化体现历史成初步解旧金山元文化
二课时目标
1通快速阅读全文注意旅行日记独特格式明确旅行日记文特征
2通检索时间空间关键词完成笔记摘抄理清文章结构
3通教会区探寻饮食艺术文化博物馆追溯城市文化历史成唐街体验祖国文化初步解旧金山元文化
三教学程
Activity 1 Activating the background knowledge related to the topic diverse cultures
活动旨落实目标1作铺垫
1Talk about culture
Ask students to work in pairs about the following two questions
Q1 Can you find one thing that represents Chinese culture in our classroom
Q2 Can you find one thing that represents western cultures in our classroom
设计意图 学生两组找寻教室代表中国文化西方文化物品英语表达引出文化话题时激活相关话题语言
2Talk about diverse cultures
Ask students to work in pairs about the following two questions
Q1 Can you find one thing that can represent both Chinese culture and western cultures in your daily life
Q2 Do you know any place where diverse cultures are mixed
设计意图学生两组找寻分代表中国文化西方文化物品渡找寻兼具中国文化元素西方文化元素物品引出文化融合概念然引出单元话题元文化引导学生思考某具元文化方然引出文章题座元文化城整程话题步步接话题词汇逐步铺垫
3Identify the city with diverse cultures mentioned in the passage
Ask students to look at the map the two pictures and the first sentence of the passage and identify what city is mentioned in this passage
Q What city is talked about in this passage
设计意图通浏览图两幅图片文章第句话确定文章聚焦象旧金山阅读做准备
Activity 2 Reading for the general information of the travel journal
活动旨落实目标1目标2
1Get familiar with the format of a travel journal
Ask students to look at the layout of the passage and answer the following two questions
Q1 What is the writing style of the passage How do you know
Q2 Who wrote it
设计意图学生通观察发现该文布局文两处：整文放活页笔记二文右方出现日期细心学生发现该文第称撰写根特点学生判断文旅行日志基础引导学生快速找出作者中国游客李兰学生脑海中致推断该文李兰写元文化城旧金山旅
2Find out the timeline and the places visited by Li Lan
Ask students to find out the time and the places mentioned and take notes with the help of the following table
设计意图快速阅读程中检索该旅行日志中时间线索词空间线索词做笔记明旅行日志般时间序空间转移序展开叙述梳理该文基写作框架
3Use one sentence to summarize Li Lan’s traveling route in San Francisco
Ask students to work in pairs and use one sentence to summarize Li Lan’s traveling route
Suggested answer Li Lan visited the Mission District a local museum and Chinatown in San Francisco within one day
设计意图 学生两组句话初步描述李兰天参观三点续深入阅读深入阅读进步概括做铺垫引导学生逐步解旧金山
Activity 3 Reading for the detailed information of San Francisco
活动旨落实目标3
1Read for detailed information of the Mission District
Ask students to read Paragraph 2 carefully and answer the following three questions
Q1 Which expression in Paragraph 2 can best show the diverse cultures of the Mission District
Suggested answer a real mix of cultures
Q2 What examples are listed
Suggested answer Many of the people living here are from Mexico or Central America graffiti and comic MexicanChinese noodles
Q3 So what culture forms are mixed in this place
Suggested answer races arts and food
设计意图 学生细读段找出提炼教会区元文化表达：a real mix of cultures学生两组找寻元文化体现基础提炼教会区元文化体现种族样化艺术表现形式样化食物样化先文中表达概括文中具体信息支撑语言概括文化样性表现形式程信息提炼加工程
2Read for detailed information of the local museum
Ask students to read Paragraph 3 carefully and explore the following four questions
Q1 Why did Li Lan choose the local museum as her next stop
Suggested answer It is a place that showed the historical changes in California
Q2 What are the historical changes
Suggested answer America got California from Mexico the gold discovery near San Francisco led to people from all over the world going there including many Chinese immigrants earned a living by doing various jobs they built their homes there
Q3 Did the historical changes lead to diverse cultures of San Francisco How
Suggested answer Yes People around the world went to San Francisco to seek their fortune and many stayed there from then on thus contributing to the diverse cultures there
Q3 What did the Chinese do there to earn a living
Suggested answer Some opened up shops and restaurants some found jobs on farms joined the gold rush or went to build the railway
设计意图 探究李兰选择博物馆作游览第二站问题开始引导学生逐步明白旧金山元文化非夕形成历史背景原果说教会区李兰体会横元文化博物馆旅文化感知体验段设计重点通问题链引导学生解旧金山元文化历史成意义时初步感受中国移民淘金热时期生活艰难
3Read for detailed information of Chinatown
Ask students to read Paragraph 4 carefully and answer the following two questions
Q1 What did Li Lan find in Chinatown
Q2 Compared with the life during the gold rush what kind of life do the Chinese live in San Francisco now
Suggested answer During the gold rush the Chinese people struggled to make a living while now they may live a better life and can even spread Chinese culture there
设计意图细读段找出李兰唐街见基础推测中国移民现旧金山生活淘金热时期生活差异感知移民struggle to survivestruggle to thrive转变
Activity 4 Summarizing the cultural trip in San Francisco
活动旨落实目标3
1Work in groups of four and summarize the cultural trip in three different places in San Francisco
Ask the students to work in groups of four and summarize the whole journey again by adding some detailed information of the three places
Suggested answer First she visited the Mission District where she experienced a real mix of cultures Then she visited a local museum which was a window for the historical changes of the city Here Li Lan had a deeper understanding of the diverse cultures in this city from the historical perspective Chinatown was the last place she visited that day It is a place where Chinese culture is displayed
设计意图 学生四组进步纳李兰旧金山元文化体验旅引导学生时间序表达清楚天旅程时概括清楚三点文化样性体现初读文章句话概括进步深化时节课作业做铺垫
Assignment
Polish the summary which has been discussed at the end of the class
设计意图方面帮助学生巩固旅行日志中提方强化题语言方面引导学生元文化体现更深记忆理解时作业成第二课时导入
A possible version
Within one day Li Lan experienced the diverse cultures in San Francisco First she visited the Mission District where she experienced a real mix of cultures Then she visited a local museum which was a window for the historical changes of the city Here Li Lan had a deeper understanding of the diverse cultures in this city from the historical perspective Chinatown was the last place she visited that day It is a place where Chinese culture is displayed It is really a cultural trip
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Reading and Thinking：San Francisco — A City of Diversity
第1课时
教学容
课重点理清旅行日记文体特征时间轴空间轴基础梳理文浅层信息旧金山元文化体现历史成初步解旧金山元文化
二课时目标
1通快速阅读全文注意旅行日记独特格式明确旅行日记文特征
2通检索时间空间关键词完成笔记摘抄理清文章结构
3通教会区探寻饮食艺术文化博物馆追溯城市文化历史成唐街体验祖国文化初步解旧金山元文化
三教学程
Activity 1 Activating the background knowledge related to the topic diverse cultures
活动旨落实目标1作铺垫
1Talk about culture
Ask students to work in pairs about the following two questions
Q1 Can you find one thing that represents Chinese culture in our classroom
Q2 Can you find one thing that represents western cultures in our classroom
设计意图 学生两组找寻教室代表中国文化西方文化物品英语表达引出文化话题时激活相关话题语言
2Talk about diverse cultures
Ask students to work in pairs about the following two questions
Q1 Can you find one thing that can represent both Chinese culture and western cultures in your daily life
Q2 Do you know any place where diverse cultures are mixed
设计意图学生两组找寻分代表中国文化西方文化物品渡找寻兼具中国文化元素西方文化元素物品引出文化融合概念然引出单元话题元文化引导学生思考某具元文化方然引出文章题座元文化城整程话题步步接话题词汇逐步铺垫
3Identify the city with diverse cultures mentioned in the passage
Ask students to look at the map the two pictures and the first sentence of the passage and identify what city is mentioned in this passage
Q What city is talked about in this passage
设计意图通浏览图两幅图片文章第句话确定文章聚焦象旧金山阅读做准备
Activity 2 Reading for the general information of the travel journal
活动旨落实目标1目标2
1Get familiar with the format of a travel journal
Ask students to look at the layout of the passage and answer the following two questions
Q1 What is the writing style of the passage How do you know
Q2 Who wrote it
设计意图学生通观察发现该文布局文两处：整文放活页笔记二文右方出现日期细心学生发现该文第称撰写根特点学生判断文旅行日志基础引导学生快速找出作者中国游客李兰学生脑海中致推断该文李兰写元文化城旧金山旅
2Find out the timeline and the places visited by Li Lan
Ask students to find out the time and the places mentioned and take notes with the help of the following table
设计意图快速阅读程中检索该旅行日志中时间线索词空间线索词做笔记明旅行日志般时间序空间转移序展开叙述梳理该文基写作框架
3Use one sentence to summarize Li Lan’s traveling route in San Francisco
Ask students to work in pairs and use one sentence to summarize Li Lan’s traveling route
Suggested answer Li Lan visited the Mission District a local museum and Chinatown in San Francisco within one day
设计意图 学生两组句话初步描述李兰天参观三点续深入阅读深入阅读进步概括做铺垫引导学生逐步解旧金山
Activity 3 Reading for the detailed information of San Francisco
活动旨落实目标3
1Read for detailed information of the Mission District
Ask students to read Paragraph 2 carefully and answer the following three questions
Q1 Which expression in Paragraph 2 can best show the diverse cultures of the Mission District
Suggested answer a real mix of cultures
Q2 What examples are listed
Suggested answer Many of the people living here are from Mexico or Central America graffiti and comic MexicanChinese noodles
Q3 So what culture forms are mixed in this place
Suggested answer races arts and food
设计意图 学生细读段找出提炼教会区元文化表达：a real mix of cultures学生两组找寻元文化体现基础提炼教会区元文化体现种族样化艺术表现形式样化食物样化先文中表达概括文中具体信息支撑语言概括文化样性表现形式程信息提炼加工程
2Read for detailed information of the local museum
Ask students to read Paragraph 3 carefully and explore the following four questions
Q1 Why did Li Lan choose the local museum as her next stop
Suggested answer It is a place that showed the historical changes in California
Q2 What are the historical changes
Suggested answer America got California from Mexico the gold discovery near San Francisco led to people from all over the world going there including many Chinese immigrants earned a living by doing various jobs they built their homes there
Q3 Did the historical changes lead to diverse cultures of San Francisco How
Suggested answer Yes People around the world went to San Francisco to seek their fortune and many stayed there from then on thus contributing to the diverse cultures there
Q3 What did the Chinese do there to earn a living
Suggested answer Some opened up shops and restaurants some found jobs on farms joined the gold rush or went to build the railway
设计意图 探究李兰选择博物馆作游览第二站问题开始引导学生逐步明白旧金山元文化非夕形成历史背景原果说教会区李兰体会横元文化博物馆旅文化感知体验段设计重点通问题链引导学生解旧金山元文化历史成意义时初步感受中国移民淘金热时期生活艰难
3Read for detailed information of Chinatown
Ask students to read Paragraph 4 carefully and answer the following two questions
Q1 What did Li Lan find in Chinatown
Q2 Compared with the life during the gold rush what kind of life do the Chinese live in San Francisco now
Suggested answer During the gold rush the Chinese people struggled to make a living while now they may live a better life and can even spread Chinese culture there
设计意图细读段找出李兰唐街见基础推测中国移民现旧金山生活淘金热时期生活差异感知移民struggle to survivestruggle to thrive转变
Activity 4 Summarizing the cultural trip in San Francisco
活动旨落实目标3
1Work in groups of four and summarize the cultural trip in three different places in San Francisco
Ask the students to work in groups of four and summarize the whole journey again by adding some detailed information of the three places
Suggested answer First she visited the Mission District where she experienced a real mix of cultures Then she visited a local museum which was a window for the historical changes of the city Here Li Lan had a deeper understanding of the diverse cultures in this city from the historical perspective Chinatown was the last place she visited that day It is a place where Chinese culture is displayed
设计意图 学生四组进步纳李兰旧金山元文化体验旅引导学生时间序表达清楚天旅程时概括清楚三点文化样性体现初读文章句话概括进步深化时节课作业做铺垫
Assignment
Polish the summary which has been discussed at the end of the class
设计意图方面帮助学生巩固旅行日志中提方强化题语言方面引导学生元文化体现更深记忆理解时作业成第二课时导入
A possible version
Within one day Li Lan experienced the diverse cultures in San Francisco First she visited the Mission District where she experienced a real mix of cultures Then she visited a local museum which was a window for the historical changes of the city Here Li Lan had a deeper understanding of the diverse cultures in this city from the historical perspective Chinatown was the last place she visited that day It is a place where Chinese culture is displayed It is really a cultural trip
文档香网(httpswwwxiangdangnet)户传
《香当网》用户分享的内容，不代表《香当网》观点或立场，请自行判断内容的真实性和可靠性！
该内容是文档的文本内容，更好的格式请下载文档
