《learn about a city that has diverse cultures》
课堂实录
Lead in
I draw a coastline here. It's a coastline. And crossing this bay, there is a iconic red bridge.Do you know what is the name of this bridge? -Goldengate bridge. Where is it?-San Francisco. Which state is it in?- In California. You see we are going to talk about San Francisco today. And I'm going to show you this picture. The first page, the upper part of this page. So now it's your time to find out as much information as possible. Anything.
Q1：What information can you get from below?
Invite students to answer. Don’t focus on the map, how about the words.Naturally we can find information from this map. But like I said, how about the title, the two part of questions here. Let me take an example here. Who wrote this text?
We found Li Lan. She wrote a journal. We know this is a travel journal. Can you find any characters of this city from only this kind of information?
The city has diversity culture. PPT显示：diverse culture. San Francisco. Li Lan's travel journal.
Pre-reading
Q2: Li was visiting a city with diverse cultures, what would Li put down in her journal?
Think about it. What kind of things will she put in her journal? You can discuss with each other. Sorry to interrupt you here. Any volunteer? S: diverse culture, some detail experience like some activities.
When did she visit the place?
Where did she visit?
What did she do?
How did she feel?
What kind of things show the diverse culture?
What kind of city it is?
Let's make a small conclusion here. The thing we need to find out is time, place, activities, feelings, cultural items, character.
While-Reading
See, you know a lot about travel journal, and you even dig into the text. Now I'll give you some time to read through the passage and try to find out all the answers for those questions.
I would like to invite one of you to be the tour guide to show us where did she go, what did she do, how did she feel. Those are the information on the text and you can find out them easily.
Q3: Li Lan's travel route.
Have you all found anything about her feeling?
Any words or expressions to show her feelings？
Great, you found most of the answers. "What a city! A real mix cultures here! What great food! can't wait."Do you think these expressions are formal or informal? Why? Like I am extremely delighted. Like I am exceedingly pleased. Why didn't she use those kind of words, but those simple strong expressive sentences? - It's a travel journal, right? You were talking to yourself or you are just sharing your feelings there. You don't have to be formal.
For those short period of reading, you cannot get all the Information in the deeper layer of the text. That's so normal. So I'm going to show you how. Okay, just follow me. Don't don't be scared or don't be nervous. Let's take first paragraph as an example. Can we read this paragraph altogether?
One simple question for you, what happened in 1906?-An earthquake. It's not just an earthquake. I will show you some pictures here. Have a look. After the earthquake, the fire burned for three days, leaving almost the whole city in ashes. Is he staying doing it like that forever? What happened then?-Rebuild.
What is the city like right now? Show the picture of renewal. From those two sets of pictures,what can you see? -changes. In order to help you to completely find out the answers for those two questions. I'm going to give you one more as your helper or as a tool.
Q4: How has the city changed? From a this question. You can feel more about the character of the city. Reading through the text again to find more deeper Information.
Discussion
Can you tell me your understanding about the character? (historical, lively, strong, powerful, modern, tolerate). Those answers are already impressive. Small question for you. What kind of things you can find the people there? Passionate/romantic.
Culture items, like art, music, food. Whose behind them? Immigrants, people. If there is no people, there is no development, no history at all. What does that mean, a new home.
Carried this question. I want you to talk about this sentence in the front page here is that the beauty of the world lies in the diversity of its people. Which one is the key word here? People build diversity. So based on what we found in this form
Q5:What will culture diversity bring to the city? Explain your idea.
Homework
Do you want to go to Jazz bar with Li Lan? Sadly, that's enough for today. Let's leave "tomorrow" to tomorrow. This is your assignment. You can search some information about Jazz bar from other parts of diverse culture and continue this journal, tell us your feelings and experience in jazz bar. Am I make myself clear? Hopefully, I will see you tomorrow.
精彩导入 | 优质课必修3U3
Diverse Cultures-Li Lan's travel journal
马瑾辰
T: Yes and what, sorry, (课堂上有口误，迅速进行更正) which state is it?
T: San Francisco is in...(这里故意停顿等待学生来补充）
Ss: California.
S: The city has diverse culture.
T: Thank you very much. The city has diverse cultures. So now, those are important information we can get before reading the text. Then that's right. This is our journey today.
T: Li was visiting a city with diverse cultures. What would Li put down in her journal? Think about it. What kind of things will she put in her journal? You can discuss with each other（给学生一点讨论的时间）
T：Okay, sorry to interrupt you right there. Any volunteers? Please.
S1：（学生说的第1方面）It maybe mention the journey's schedule.
S1：When it starts and...how long it.... （引导成功）
T：(马老师板书)When did she visit the places? And Where did she visit those places, right?（一下子就列了两个问题，分别为Q1和Q2）Good, thank you very much. Anything else?
S2：（学生说的第2方面）Maybe the culture of the destination.
T: very good. of course right? The key word here diverse cultures, so definitely they will talk about the cultures. (马老师把它转化为What kind of things show the diverse culture？因为稍难，所以板书在下方）Thank you very much. Good question. 接着请另一个学生。
S3: （学生说的第3方面）She also talked about some detailed experiences like some activities she took part in.
T: Very good. Activity, what did she do?（很明显，马老师预设了学生的答案，也提前想好了问题，不然不会这么快速地进行转化） Thank you, Lucy. And how about you?
S4：（学生说的第4方面）She also talk about some her accommodation. （这时似乎没有答到马老师预设的点上，看看马老师是如何引导的）
T: Accommodations, for example, like where did she stay? Right? Those detailed information, of course. What would you put down in your journal? When you describe the whole day's activity and you have some what?
S4：Feelings.(引导成功）
T: Of course, feelings. So do you agree? Okay. Then how did she feel?（把情感转化为这个问题）
T: And also both of those girls mentioned some detailed information about the city. So let's put it in this way. （还有学生没有明确说出来的点，马老师归纳为）What kind of city it is? （这里板书有误，应该是What kind of city is it?) Good, thanks a lot.
问题都列出来之后，马老师还没让学生直接进入阅读，还带着学生进行了问题的总结分析。
T: Let's make a small conclusion here. For example, in the first question, when did she visit these places? Which is the key word here?
Ss: When.
T: so the thing we need to find out is time（板书在问题后面）. Do you agree? Are you with me? Yes, okay.
T: Then the second question? Together.
Ss: Where.
T: So place. very good.
T: And the third question.
T: Got the last one? What kind of city is it? The city character. Thank you. So characters or characteristics? Characters. Excellent.
1.先来梳理一下马老师这节课的导入活动，其实不复杂，主要分为三小点：
在黑板上画出海岸线来引出金门大桥，从而指向旧金山这个地方。
让学生根据课文前提供的内容来找出相关的信息。
对课文内容进行预测（Li Lan 正在游览一个有着多样文化的城市，她会在日记里写什么内容）。
2. 在进行授课之前，尤其是阅读课，如果是想要让学生自主提问的，老师得先预设好问题，然后根据学生的回答来进行提炼转化。如果学生没有提到的，老师可以点拨一下，加入到问题中。
就下面这张图，你就可以看到马老师已经提前预设好了学生的回答。如果学生先说出比较难的问题，就板书在后面，如果是比较简单的，就板书在前面，细节到位。
3.如果问的问题学生没有快速给出回答，有两种处理方法。
第一种是像马老师这样，在热身部分稍微重复一下课堂指令，不仅能给学生更多的时间思考，也不会让人觉得氛围沉闷。
第二种是专门给时间，比如这节课的预测环节，马老师是给了一点时间让学生去思考和讨论的。
《learn about a city that has diverse cultures》
说课逐字稿
It's my great honor to present my lesson with you. My lesson is taken from People Education Press book3,unit3 Reading and Thinking part.
Today,I will interpret my lesson in the following parts.
First, let's start with Teaching Principles the New English Curriculum Standard aims to cultivate students’ core competences. To achieve this goal, the Activity-based Approach is adopted,which activate students to learn English theories of the practical thinking abilities.Besides, accompanying teaching process includes teaching learning and evaluation.Teacher should probably handle the relationship and promote integration of them.
Next, it's a general introduction of my design which includes? Four parts. Part 1 is Analysis of Teaching Material.According to the unit Integrated Teaching.This is the second period of this unit.
I analyze the text from three aspects :What.Why and How.In terms of What, the text theme is Man and Society.Specifically about Li lan’s travel in San Francisco by introducing Li lan’s travel,The author intends to show the diverse culture in San Francisco.And the diverse cultures make the city Vibrate and inclusive and harmonious,.As for How,the genre of the text is the travel journal. It consists of date and main body. The first paragraph introduces Li lan’s first impression of San Francisco.And paragraph two-five introduce Li lan’s travel route in time order.It also uses the first person,past tense and informal language.A lot of exclamatory and elliptical sentences are used to strengthen expressions of feelings.
The second part is analysis of the students,my students are Grade1.Overall, they have relatively solid foundation of English, and they are passionate about new knowledge.They roughly know the name, location, and some landmarks of San Francisco, but they lack deeper understanding of the city culture and history. They know how to write a travel journal in Chinese. They have ability of retrieving and summarizing Information,And they can briefly express their impression in English, but it's a little difficult for them to read between the Lines for a better insight into the city.
Based on the analysis of students and material I set the following objectives.At the end of class, my students will be able to first perceive the future of the content of travel journal.Retrieving and summarizing the information of Li lan’s travel Journal, including time, activities places and feelings through autonomous reading. Second, generalize the cultural elements of San Francisco and pay special attention to the mix of people.Third, analyze the reasons that contribute to the cultural diversity and the influence of cultural diversity on shaping the City's Character.Forth, evaluate the cultural diversity of San Francisco and introduce diverse cultures of their hometown.
Among all the teaching procedures, the first three are the key points.Difficult points is analyzing the characters of San Francisco and introducing diverse cultures of their hometown.To cope with the difficulties.I guide students to analyze the first paragraph and then let them follow the pattern and analyze the passage. My solution to the difficulty is to provide examples of cultural elements for reference.
After the general introduction, here comes to teaching procedures.Step1 Lead in,before the class, I play the video. The video is made by myself, which includes all the presence in Liland's travel journal. After enjoying the video, I asked student answer questions by using the sentences pattern.What a/an____ city. And I present the photo, which is about San Francisco.Signboard in Chinese,Road signs in English and strings of Lantern. So from here,we can see San Francisco is a city with diverse cultures.
Then I recommend a website that I always search before visiting a place and click the travel journal posted by Li lan to start today's learning
This step use a video to display San Francisco in an intuitive way, leaving a general impression especially its diverse cultures.And also, the website creates a real life situation and cultivate students learning strategy of assessing a wide range of theme-related information through computer networks.
After analyzing the future of travel journal, I ask students if they are curious about what's Li lan's route in her travel journal.Then raised questions like this when did she visit the place?where did she visit? what did she do? how did she feel?What elements did she notice about diverse cultures ?and what kind of city San Francisco is？write down the questions on blackboard and then summarize the key point of each question including time,places,activities, feelings, cultural elements, and Characters. Then students skim the passage and answer the first four questions.They can use mind-map or table to share the findings with class.Here are two works from my students.
So, after the Travel Journal, we know before coming San Francisco.Li lan camped in Redwood Forest and visited Napa Valley.In the morning,She walked around in the Mission District, looking at street art and eating Mexico Chinese noodles. In the afternoon, she went to a local museum and Learned the historical changes in California.In the evening, she went to Chinatown selecting a Cantonese restaurant, and enjoying a great meal.Tomorrow evening,she is going to a jazz bar in the Richmond District. As for all the feelings, direct sentences can be found,such as what a city. A real mix of cultures here. What a great food and can’t wait. This is exclamatory sentences are used to strengthen the expressions and feelings and from the elliptical sentences,we can know. The language of a travel journal is informal.
So these two steps are learning and understanding through which objectives one is achieved.Students promote the language ability and summarizing information and also develop the learning ability of autonomous reading.
Step4 Read and explore. Students read the passage again and answer questions five and six.The two questions are little difficult, so first I lead students to analyze paragraph one together, here I ask students what happened in 1906, show the ruins in San Francisco after the earthquake, and how it looks like after rebuilding itself.So from these two pictures, we can see great changes have taken place,so why San Francisco can rebuild itself. That's because the local people’s bravery, strong will and joint efforts.So from here, we can conclude it's a reborn and vibrant city.
Students follow the pattern and analyze paragraph 2- 5 in groups, after group discussion and sharing with whole class.We summarize the key point together.
In paragraph two, the Mission District used to be a poor area, but now a center of art music and food.Here, the cultural elements include a mix of people, art, and food, and here a mix of people is the most important.Because it's a mix of people that brings a mix culture. A mix of culture makes the city lively.So it's a modern and lively city.
Then in paragraph three, San Francisco changes from a small city to a big city. Here, I let students focus on three things.The history of California, the things Chinese people did in California, and the reasons why immigrants can make contributions to constructions of America, so understanding of the last sentence can help understand the third question. Immigrants brought cultures from their hometown.And then integrated them into new environment, so the cultural elements here a mix of immigrants.And it's an inclusive and diverse city.
The cultural elements in paragraph four-five includes cafe- French style, restaurant-Chinese style.Jazz-African-American style. So it's a colorful and harmonious city.so this step is applying and practicing through which objective2 and 3 are achieved.By analyzing the text, students understand the thematic meaning expressed by the text.And also promote the critical thinking ability and cooperative learning ability.
Step five, Express and Share. Here students need to think about two questions. Question one is what's your impression of San Francisco again, now they understand in a deep level, this question is also echo with the leading step completely the whole lesson, from first impression,further impression and great admiration.
The second question is we know if is a city with diverse cultures, so can you introduce diverse cultures in Yiwu.Here some examples cultural elements are provided for students, For example,if Yiwu-Xinjiang China Railway Express to practice Belt and Road Initiative.Some Foreign Measures in Yu International Trade Market,So this step is transferring and grating through which objective4 is achieved. This step provides students apply what they have learned and cultivate cultural awareness by expanding international horizons, enhancing international understanding and strengthening, cultural confidence.
So finally,concluded the lesson with opening page, that's the real beauty of the world lies in diversity of its people.
And there is assignment. I present a website and there are two options for students to choose from, and structure and language expressions are presented here and homework will be evaluated from structure,content and language.
This is the summary of all my teaching procedures, the evaluation of the highlights.
Here is the blackboard design. First I write down the sentences pattern, and then write down six questions raised by students.Summarize the key points.and finally, I write down the characters on blackboard to emphasize the significance of diverse culture on shaping a city's character.
And finally, it's my teaching reflection, we are always convinced that a great lesson means students can gain something after class.So the lessons start with students current cognitive level. The teaching objectives are set in accordance with Blooms Taxonomy.They are specific, measurable, and attainable. The teaching activities are intterrelated, providing enough scaffolding for students to read the lines,read between the lines and read beyond the lines. Various evaluations are adopted to promote the integration of, teaching, learning, and evaluation,Therefore, the lesson ends with students’ development of core competences, that's all my teaching plan. Thank, you, for, listening
人教版新教材B3U3
Reading and Thinking：
Diverse Cultures
教学课件
The theme of this section is to learn about a city that has diverse cultures. The reading text is a travel journal about the trip in San Francisco, which records the what the writer did and saw in the city. And this trip also changes the impression of the writer on this city and enables the writer to feel the cultural diversity of San Francisco. San Francisco is a vibrant city with diverse culture and ethnic diversity which is influenced by the historical changes and immigrants’ culture. For ss, they may have known sth about this city, but they don’t know the features of this city and the historical reasons behind it. Thus, the teaching aims are as follow:
