该板块的活动主题是“介绍一个有显著文化特征的地方”( Describe a place with distinctive cultural identity)。该板块通过介绍中国城继续聚焦中国文化。本单元主题图呈现的是旧金山中国城的典型景象, Reading and Thinking部分也提到中国城,为该板块作铺垫。介绍中国城的目的主要是体现中国文化与美国多元文化的关系,它是美国多元文化的重要组成部分。中国城也是海外华人的精神家园和传播中国文化的重要窗口,外国人在中国城能近距离体验中国文化。

1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;

2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;

3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.

Importance:

1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;

2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;

3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.

Difficulties:

1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;

2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;

1. Read the text in advance according to the sequence of activities designed by the text, and understand the meaning of the new words according to the context;

2. Grasp the general idea, genre and purpose of the article, and grasp the main information of the article;

3. Understand the four steps in the writing process and clarify your writing ideas.

Step 1 Learning new words

The teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text: climate, mild, settle, construction, material, suit, item, contain, neat, tai chi, clothing, herbal.

Step 2 Reading

Activity 1

1.Read the full text quickly to grasp the general idea, genre and purpose of the article.Teacher asks:

Who are the target readers?

What is the writer's purpose of writing this text?

2.Let the students think.Guide students in reading the word pay attention to the frequent visitor and other words related to tourism, tourist visit, experience, site.

3.Guide the students to grasp the main idea of the passage through the topic sentence in the reading.

Paragraph 1: It is a very popular tourist draw that receives more visitors each year than even the Golden Gate Bridge…meaning it is always a good time to visit.

Paragraph 2: This allows visitors to experience a real taste of China.

Paragraph 3: Traditionally, visitors enter Chinatown…Other famous sites include … Visitors can also… a key site…

Paragraph4: … visitors can taste and buy…

Paragraph 5: But perhaps what many tourists and San Franciscans treasure most…

Paragraph 6: They allow visitors…to…

Activity 2

Read the full text quickly, grasp the key information of the article, and answer the questions in activity 1.

①What are the famous tourist sites in the Chinatown of San Francisco?

②What else can you do there?

The requirements of student browsing activity 1 and the two questions clearly define the key information to be obtained from the text: the famous scenic spots in Chinatown and what can be done in addition to browsing scenic spots.

Teachers can ask students to use the scanning strategy to find the answer. For example, proper nouns of the place are capitalized to indicate that the activity is mostly a phrasal verb.

Step 3 Analyzing article structure

Activity 3

Read the full text, grasp the structure of the article.

The teacher guides the students to complete the following table, helps the students to analyze the paragraphs of the article, summarizes the general idea of each part, and sorts out the relevant details.

Step 4 Understanding

Activity 4

1.Focus on the theme of the text and writing ideas.First, the teacher raises questions for the students to discuss in groups.

①What is the theme of this passage?

②What does the writer want to show us in this passage?

③What examples does the writer use to support this idea

2.The teacher guides the students to think about the internal logic of the article and find the words that embody the meaning of the topic.Such as: a center for Chinese culture, a real taste of China sights, smells, and sounds of China, traditional Chinese culture in real life.

3.To understand that the author aims to highlight the typical Chinese cultural characteristics of Chinatown in San Francisco and demonstrate its unique existence in the multicultural America, the details selected by the author are therefore supporting this theme.

4.Evaluate the text.Ask the students to evaluate the reading text and remind them to refer to the evaluation form in the third part of activity 3. Analyze the text one by one according to the listed criteria and try to write comments.

Step 5 Writing task

Activity 5

Have students brainstorm about their hometown:

①What is unique about your city/town?

②Is it a city/town with diverse cultures?

③What examples can you give to illustrate its unique feature?

Remind students to write down valuable ideas during the discussion.Finally, ask the students to discuss how to organize the information, build a structure, and write a simple outline.

Guide the students to learn the language of the city or town provided in the second step of Activity 3.Teacher can provide key words first, let students say the corresponding sentence pattern and expression, such as: location→→ be located in/on…. history-has a history of…. years,etc.

In addition, teachers can add more relevant expressions for students, such as lie in, in/on/to the cast/west/north/south of, at the foot of, be surrounded by, be known for, be rich in, and some persuasive language, such as "Go ahead, let your hair down, and enjoy your trip!"You just have to come and experience the city yourself." "There is such a variety of adventures You can have here."Teachers can also remind students to flexibly use adjectives, especially superlatives, in the introduction to enhance the attractiveness of the city or town, such as: the most popular tourist destination, the city's most powerful draw. One of the most diverse places, the largest population of.Students can also apply the language expressions in the reading discourse arranged in the previous table to their exercises.

Write a first draft and revise it.Ask the students to write an article about their hometown based on the outline they have completed and the language they have accumulated.After finishing the first draft, ask students to exchange the first draft with their partners and write comments to each other according to the evaluation form in activity 3.Finally, ask students to take back the first draft and revise and finalize it at the suggestion of their partners.
Evaluation and presentation.A few students please read their own work, the teacher guides other students to evaluate and appreciate, to see which student's introduction to the hometown is more accurate and vivid, which student's work has more appeal.The teacher may ask the students to name several advantages of the article or offer Suggestions for further modification.More student works can be displayed on the class wall after class.

Step 5 Showing writing

Activity 5

T call some Ss to share their writing.

Step 6 Homework

1. Read the passage in this section to better understand the passage.

2. Carefully understand the hierarchical structure of the article, and understand the author's writing purpose and writing characteristics;

3. Independently complete the relevant exercises in the guide plan.

1、通过本节内容学习，学生是否把握其写作特点；

2、通过本节内容学习，学生能否全面、准确、有条理地介绍自己居住的城市或小镇；

3、通过本节内容学习，学生能否梳理文章的主要信息，了解作者的写作目的，掌握核心词汇.