Unit 3 Diverse Cultures video time.docx

1、B3U3 Period 5 Video Time and Workbook教学设计授课教师课时1课时课型Video time and workbook时长45mins教学设计理念一、群文阅读群文阅读的特质是运用结构化原理对多文本的信息进行整合，形成一个清晰的理解结构，所以，群文阅读是一种结构化的阅读。群文阅读建立了立体紧致的课堂结构，让学生发展系统思维、创新思维、批判思维等高阶思维能力，在多文本人文滋养中，获取正确的道德认知与方法论，凝炼终生受益的核心素养。其次，群文阅读通过制定相应的阅读规程，让学生逐步养成群文阅读习惯，自觉运用群文阅读思维，学会有效的阅读方法，学会如何在多文本阅读中辨识提取

2、，比较整合，批判创新，提升常态阅读能力，在阅读中学会阅读。二、英语阅读问题链问题链是教师根据教学目标和教学内容，结合学生实际已有的知识或经验，将教材知识转变为层次鲜明、具有一定系统性、相对独立又相互关联的系列问题。第一个问题是第二个问题的前提，第二个问题是第三个问题的铺垫与阶梯，依次顺延下去，层层铺垫，环环相扣，便形成了一条问题链。英语阅读教学中的问题应环环相扣，难度层级逐步递增。问题链的设计旨在引导学生从信息提取的层面走向文本评价、思维提升的层面。文本解读主题语境：人与社会文化的多样性群文篇目：Worlds Biggest Melting Pot（Video Time）; Symbols o

3、f American Culture; New Zealand And Maori Culture(What) 文本一是是video time的视频脚本Worlds Biggest Melting Pot。该视频语言浅显地道，以纽约市皇后区（Queens）为例，通过主持人的介绍与几位来自不同文化背景的移民的自述，展现美国的“熔炉文化”。文本二workbook的文章Symbols of American Culture。该语篇为介绍性说明文，语篇结构明确，采用总-分-总的写作结构，从饮食、体育、音乐这三方面介绍了美国文化的象征，拓展学生对美国文化的背景知识。文本三是workbook的文章New

4、Zealand And Maori Culture。该语篇同样为介绍性说明文，采用总分总的写作结构，从雕刻、舞蹈、纹身几方面介绍了新西兰的毛利文化，为学生补充了关于国外少数民族的文化知识。(Why) 群文的三篇文章体现了在同一主题下不同国家的多元文化，具有内在的关联性，旨在拓展学生的阅读视野，锻炼其思维与辨析能力，为学生提供丰富多元的阅读体验。文本一和文本二侧重展示美国的多元文化，介绍其文化象征、探讨多元文化形成的背后原因等；文本三关注少数民族的概念，侧重于介绍新西兰的少数民族毛利民族的多元文化。除了让学生通过群文阅读了解不同国家的多元文化，帮助学生了解新知，满足好奇心外，也希望通过三篇文本的

5、学习提高学生阅读理解能力和思维能力，从中学会整合、比较、多角度、辩证地思考问题，形成自己的价值判断，坚定文化自信。 (How) 本堂课以群文阅读的方式带领学生体会多元文化在其他国家的表现，问题链的方式帮助学生处理文章的细节信息，让学生形成语篇概念。同时，通过对文本二和文本三的结构处理，掌握介绍性说明文的结构。除了文本信息外，最重要的是锻炼学生的批判性思维，以问题的形式引导学生思考多元文化背后的成因、对待不同文化的态度及思考文化传承的方式，坚定学生文化自信。学情分析自然情况学生英语基础较好，学习热情高，具备一定的阅读能力和写作能力。基于前期学习积累，学生对于本单元的主题较为熟练，为学生进行话题的

6、讨论拥有较好的铺垫。已知学情通过前面四个课时的学习，学生对多元文化知识背景有相应的输入，多元文化的概念有一定的理解。同时，对于话题词汇也不陌生，能一定程度上进行自主阅读。但通过前面的学习，学生对多元文化的理解仍停留在表面，对多元文化的内涵和特质理解的不够深入，缺乏系统的学习和批判性思考。学习需求 本课将为学生介绍两个不同国家的多元文化表现，引导学生以所学知识为基础，思考多元文化背后的成因和逻辑关系，发展学生的批判性思维，坚定其文化自信。教学目标By the end of this unit, students are expected to:1. In multi-text reading,

7、to establish the concept of introductory expository structure by organizing detailed information such as the symbol of American multiculturalism and the description of Maori culture in New Zealand. 在多文本阅读中，通过组织细节信息如美国多元文化的象征与新西兰毛利文化的描述，建立介绍性说明文的结构概念。2. By comparing the similarities and differences b

8、etween the United States and New Zealand minority Maori culture, students are expected to analyze the logical relationship between the performance of diverse cultures and the reasons behind its formation. 通过对比美国与新西兰少毛利民族多元文化的异同，梳理多元文化的表现及其形成的背后原因之间的逻辑关联。3. To express multicultural characteristics cr

9、eatively, such as specific features and inclusiveness, form their own value, and strengthen cultural confidence. 创造性的表达多元文化的特质，如文化的独特性与包容性等，形成自己的价值判断，坚定文化自信。教学重难点教学重点：通过梳理文章细节与概括主旨，归纳介绍性说明文的文本结构。教学难点：思考多元文化的成因，以及对文化传承形成自己的看法。教学资源教材、多媒体课件、黑板以及粉笔 教学设计过程Book 3 Unit 3 Period 5 Video time and workbook （P

10、eriod 5）Step1. Starting out（学习理解类活动）Activity 11. Introduce some background information to arise students interest.(Queens is a neighborhood in the city of New York. It claims to be one of the most diverse places in the world. With almost half of the population born in other country, it is a great ex

11、ample of a melting pot.)2. Share a video - Worlds Biggest Melting Pot with the following questions. Then check the answers.1) How many different nations do the residents of Queens come from? And how many different languages are spoken in Queens?(They come from 100 different nations. Almost 150 diffe

12、rent languages.)2) According to the interviewed women, from what aspects reflect the multiculturalism of the neighborhood?(Different nations and languages; foreign-born residents; different cultures, nationalities, and ethnicities all in one place)【设计意图】本环节旨在铺垫目标1和2。为学生输入多元文化的背景知识。通过观看视频，了解美国的纽约市皇后区

13、，展现美国的“熔炉文化”，为学生后续思考美国多元文化背后的成因做铺垫。【核心素养提升点】文化意识：获得文化知识，理解文化内涵。 思维品质：通过视频学习，能够辨析语言和文化中的具体现象，梳理、概括信息。【学科能力要素及表现指标】能力要素内涵及表现指标A 学习理解类活动A3提取概括能通过识别词语和句义，抓住用英语传播的信息，在目标范围内找到所需的信息;能在观察英语语言能力现象的基础上，归纳概括信息或语言规律。Step2. Understanding ideas（学习理解类活动）Activity 21. Show the two passages passage 2 Symbols of Ameri

14、can Culture & passage 3 New Zealand And Maori Culture, and lead students to read the title and find the topic of each passage. 1) Read the title, can you get the topic of each passage? What are you expected to read from the passage?(Symbols of American Culture and New Zealand And Maori Culture. Hopi

15、ng to read the diverse culture of America and Maori.)2. Use question chain to dig out the passage. Meanwhile, show students answers on the blackboard. Then to form the structure of passage 2.1) And what are the symbols of each country? Where did you get the answers?2) What is the function of the sen

16、tence “About 20% of all American meals are eaten in the car, and Americans spend about 10% of their income on fast food” in paragraph 2?3) What spirit can be found from American baseball?4) Why does the author say “Jazz music broke through the color barriers, and has become a key part of American cu

17、lture”?Symbols of AmericaSymbol 1: Fast food Topic sentence: Perhaps one of the most famous symbols of the US is fast food.Reasons/Details: About 20% of all American meals are eaten in the car, and Americans spend about 10% of their income on fast food. Symbol 2: Baseball Topic sentence: And for mos

18、t people, baseball is Americans game” in a way that football and basketball are not, because it is a special symbol of the American spirit. Reasons/Details: For one thing, while baseball is a team sport, every player can be a hero or star. For another, almost anyone can play baseball, even if you do

19、 not have great skills or ability. Finally, there is nothing more American than eating a hot dog while watching a baseball game on a hot summer afternoon. Symbol 3: Jazz Topic sentence: Jazz is often called Americas music”. Reasons/Details: Jazz musicians freely make up their own music to express th

20、eir own feelings, even while playing in a group. This freedom and individuality make jazz a popular symbol of America. （课堂生成板书，同时为问题链参考答案。）3. Using the structure to analyze passage 3 New Zealand And Maori Culture.New Zealand and Maori CultureSymbol 1: Traditional canoe - WakaTopic sentence: Reasons/

21、Details: Symbol 2: Kapa haka danceTopic sentence:Reasons/Details: Symbol 3: Traditional tattoosTopic sentence: Reasons/Details:4. Identify the important words and share your idea.【设计意图】本环节旨在实现目标1，铺垫目标2。以问题链的形式，从宏观微观的角度引导学生阅读文章，掌握文本主旨和处理细节，同时生成介绍性说明文的结构图，锻炼学生的细节处理和总结归纳能力。活动4就文本重要词汇，引导学生进行主要内容和主题的概述，也

22、为进一步的挖掘文章主题意义做铺垫。【核心素养提升点】语言知识：在具体语境中整合性地运用语言知识，理解书面语篇所表达的意义。文化意识：了解美国文化与毛利文化的象征。思维品质：能辨析语言和文化中的具体现象，梳理概括信息，构建语篇结构。 学习能力：能利用阅读技巧处理文本信息。【学科能力要素及表现指标】能力要素内涵及表现指标A 学习理解类活动A-3 提取概括能通过识别词语和句义，抓住用英语传播的信息，在目标范围内找到所需的信息B 应用实践类活动B-2 分析判断能根据语言材料判断或用英语解析语句之间、事件之间的因果关系;能综合分析不同信息做出自己的判断，如：根据文章标题、图片等判断内容，根据已知信息推测

23、任务关系、事件发展脉络、作者情感态度等，并用英语表达。Step 3. Developing ideas（应用实践类活动）Activity 31. Discuss in pairs.(1) Have you ever been somewhere like these places mentioned in the texts? How is it similar to or different from where you live?(2) Have you ever read another passage or seen a movie in which the writer descri

24、bed similar to those we learnt today? How does it help you comprehend the new texts?(3) What do the texts remind you of going on in the world right now?2. Group workGuide students to deeply think about the logical relationship between the performance of diverse cultures and the reasons behind its fo

25、rmation in group. Then share in the whole class.(1) What is the difference between the way Maori and American cultures are formed?（Maori culture belong to ethnic culture, which is formed by generation and generation, while American culture is formed by immigrants from different nations. ）(2) Some sa

26、y culture are born to die. How do you understand this sentence? How to view the inheritance and disappearance of culture in this process?(When we are confronted with a different culture, we should be sensible enough to absorb its essence and to resist its dark side. Also, we should respect the uniqu

27、eness of other cultures, and learn mutual understanding and tolerance)【设计意图】本环节旨在实现目标2、目标3.教师引导学生从文本出发，联系个人生活经历、文本以及现实世界，再次深度挖掘文本内涵。同时，结合新旧知识深入思考本土文化形成的不同原因及背后差异，树立对文化传承与消失的正确态度。【核心素养提升点】文化意识：思考文化的成因，正确看待如文化消失与传承的态度和原则。 思维品质：正确评判关于文化传承的思想观点，创造性地表达自己的观点。学习能力：保持对英语学习的兴趣，能通过所学知识进行评价。【学科能力要素及表现指标】能力要素内涵

28、及表现指标C 迁移创新类活动C3批判评价能进行批判性思维，利用理据展开论证和评判，提出令他人信服的个人见解，该能力涉及英语学习者的认知立场，情感心态，是非观念等，是多种心智、多种机理和多种能力的有机聚合、是综合素质的集中体现。Step5 Self-evaluationAsk students score for themselves according to their performance.ChecklistYour performance1. Can you describe the symbols of American culture and Maori culture and gi

29、ve the reasons?5 4 3 2 12. Can you give your opinion about the formation of diverse culture?5 4 3 2 13. Can you express your attitude about multi-culture?5 4 3 2 14. Can you come up with some good ways to preserve our excellent culture?5 4 3 2 1I have learnt to make use of the words and expressions:

30、I still need to improve: 板书设计教学反思与评价本课中教师以群文阅读为理论基础，结合三篇同一主题之下的文章，基于语篇解读和学情分析，设计了三个层层递进、相互关联的教学目标，并以目标为导向逐一开展教学活动。活动之间的内在逻辑清楚，层层递进，体现了群文阅读层次性、程序性的认知体系。本课教师运用结构化原理对多文本的信息进行整合，为学生形成一个清晰的理解结构。同时，通过前三个活动的铺垫，让学生能够表达自身对文化传承的做法，坚定学生文化自信，抒发学生的爱国情怀。 Assignment for Book 3 Unit 3 Period 5课时目标By the end of this

31、 unit, students are expected to:1. In multi-text reading, to establish the concept of introductory expository structure by organizing detailed information such as the symbol of American multiculturalism and the description of Maori culture in New Zealand. 在多文本阅读中，通过组织细节信息如美国多元文化的象征与新西兰毛利文化的描述，建立介绍性说

32、明文的结构概念。2. By comparing the similarities and differences between the United States and New Zealand minority Maori culture, students are expected to analyze the logical relationship between the performance of diverse cultures and the reasons behind its formation. 通过对比美国与新西兰少毛利民族多元文化的异同，梳理多元文化的表现及其形成的

33、背后原因之间的逻辑关联。3. To express multicultural characteristics creatively, such as specific features and inclusiveness, form their own value, and strengthen cultural confidence. 创造性的表达多元文化的特质，如文化的独特性与包容性等，形成自己的价值判断，坚定文化自信。作业目的1. 引导学生梳理新知识，深入了解多元文化；2. 联系上一课时所学，结合本课堂内容，介绍某一城市，为单元任务做铺垫。完成时限30分钟提交时间当天反馈方式及时间批改

34、 讲评 访谈 统计时间：第二课时导入作业组合作业内容作业脚手架差异作业类型作业水平素养指向子作业1（巩固类）梳理文章，积累文化主题的word bank。 1. 提供表格，引导学生梳理多元文化主题的Word bank。 2. 结合课外阅读材料，进行词块的梳理。https:/thelanguagedoctors.org/why-it-is-important-to-preserve-culture/合作类 体验式 自主式 探究类 跨学科专题类记忆理解应用分析评价创新知识梳理知识迁移开放思维解决问题子作业2（表达类）完成单元作业旅游手册的初稿（历史、景点、文化和生活）。以及包含一段鼓励游客保护本民族文化呼吁。 1. 使用课堂归纳的介绍性说明文的语篇结构形式完成写作。 2. 利用互联网搜索信息，积累素材。Free Travel Brochure Templates & Examples 合作类 体验式 自主式 表达类 探究类 跨学科专题类记忆理解应用分析评价创新知识梳理知识迁移开放思维解决问题