人教高中英语【新教材精创】3.2 Reading and Thinking 教学设计（1）-人教版高中英语必修第三册.docx

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1、普通高中英语（2019版）必修第三册 Unit 3 Diverse Cultures 教学设计Period 2 Reading and thinking该板块的活动主题是“了解一个具有多元文化特点的城市”( Learn about a city that has diverse cultures)。阅读文本是一则旅行日记。在日记中,中国学生 Li Lan记录了自己的加州之行,并主要介绍了在旧金山一天的行程和所见所闻,从最初对旧金山的城市建筑产生兴趣到逐渐体会到多元文化对这个城市方方面面的影响。课文中提到的教会区是旧金山历史最悠久的街区之一,该街区拥有很多餐馆和酒吧,生活在这里的主要是来自墨西哥

2、和中美洲的移民。旧金山也是19世纪淘金热的中心地区,早期华工移民美国后多居住于此。现在,旧金山的华人总数在美国仅次于纽约。旧金山中国城是北美地区最古老的华人聚居区,也是美洲大陆中国元素最集中的地区之一。1. Read a travel diary to learn about the city of San Francisco, its cultural features, and the history of California, and to experience the impact of multiculturalism on the United States;2. By read

3、ing texts and understanding articles, we can understand more about the root causes and social background of multiculturalism, broaden our international perspective, and improve our cultural understanding and identification ability;3. Guide the students to use the structure diagram to classify and or

4、ganize the text information, so as to grasp the structure of the article and the writers writing logic;4. Understand the meaning of new words according to context, and master the usage of key words in specific context.Importance:1. Guide students to understand the multicultural characteristics of Sa

5、n Francisco and its causes;2. Guide students to use structure diagrams to classify and organize text information, so as to grasp the structure of the article and the writing logic of the author;3. Master the usage of key words in specific contexts.Difficulties:1. Guide students to use structure diag

6、rams to classify and organize text information, so as to grasp the structure of the article and the writing logic of the author;2. Master the usage of key words in specific contexts.1. Read the text in advance and understand the meaning and usage of new words according to the context;2. Read the tex

7、t in advance to understand the structure of the article and the writers writing ideas;3. Complete relevant exercises in the guide plan in advance to further understand the text.Step 1 Pre-readingActivity 1(1) Understand the geographical environment of the United States and its surrounding areas with

8、 the help of maps.On the map of activity 1, mark the following places: the Mississippi River, the Rocky Mountains, the Pacific Ocean, the Atlantic Ocean, Canada, and Mexico.(2)Focus on California and San Francisco.Ask students to find California and San Francisco on the map and share some background

9、 information. Answer the question What do you know about California or San Francisco?.(3) Focus on the reading text of this part.A Chinese girl, Li Lan,has taken a trip there, and she wrote a travel journal. What do you think she might write about in her journal?Depending on the students answers to

10、the above questions, teacher can peruse some of the words in the text, for example: a melting pot, gold rush.Step 2 Careful-readingActivity 2(1) Speed reading and grasp the genre of discourse.Teachers can list several text types and ask students to determine which one the text belongs to :diary, tra

11、vel journal, news report, letter, personal profile, travel guide, etc.(2)Read quickly to find the place names mentioned in the passage and complete activity 2.Teachers can also directly present the following place names for students to search in the text: San Francisco, the Redwood Forest, Napa Vall

12、ey, the Golden Gate Bridge, the Mission District, Chinatown, the Richmond District, and let students find information 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 Redwood Forest: the writer camped there before going back

13、to the city of San Francisco.(3) Read the full text carefully, sort out the writers writing logic and grasp the discourse structure.(Para 1: Today. ;Para3: n the afternoon.;Para4: This evening.Para 5: Tomorrow evening.)The second paragraph does not give a specific time, but it can be inferred that t

14、his paragraph describes what the author saw and heard after he arrived in San Francisco in the morning.Step 3 While-readingActivity 3(1)The student combed through the authors travels.Ask the students to read the full text carefully, select the key information in the text and present it with a struct

15、ure diagram.Depending on their level of English, the teacher can ask the students to use the structure diagram in activity 3 or to create their own structure diagram.Before coming to SFIn the morningIn the afternoonIn the eveningTomorrow evening(2)Read the text carefully and answer the questions in

16、activity 4.The first three questions in activity 4 ask students to summarize the relevant information in the text, and the last question asks students to dig into the topic meaning of the text, that is, to analyze and explain the relationship between the examples and the topic.Teacher: From Li Lans

17、trip, what do you think is her impression of San Francisco or California?To guide students to understand the authors point of view and attitude.A student might say something like this:*She thinks there is a mix of cultures in the city/state.*In her opinion, it is a culturally diverse city/state. *Sh

18、e believes that people from diverse ethnic backgrounds have an influence on what the city state is like now.*She finds that cultural diversity shows in many aspects of the city/state.(3)The teacher USES the mind map to present the examples found by the students as follows, and connects them with the

19、 thematic meaning to help the students sort out the logical thread of the article.(4) Read the full text carefully and analyze the authors emotional attitude.Did Li Lan enjoy her trip in San Francisco? Can you find some evidence to support your idea?, then ask the students to complete the following

20、table and analyze the authors thoughts and feelings during the trip.Step 4 Post-readingActivity 4(1)Open discussion.Ask students to pay attention to the problems in activity 5 and discuss the topic of cultural diversity based on their own experience.If students are not familiar with other parts of t

21、he world where diverse cultures exist, they can share their familiar ethnic cultures, talk about the diversity of Chinese culture, and further reflect on the significance and challenges of this phenomenon.Such as:Benefits:*Opportunitiestoexperiencedifferentculturesandcustoms。*Personalgrowth(culturea

22、wareness,interculturalcommunication,cooperation)*Moreopen-mindedsociety*ExchangeofinnovativeideasChallenges:*Misunderstandingacrosslanguagesandcultures*Conflicting values and lifestyles*Unconscious cultural biases(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6

23、by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, fi

24、nd out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyz

25、es and explains the long and difficult sentences that the students dont understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、 通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；2、 通过本节内容学习，学生能否结合文本特点了解文章的结构和作者的写作逻辑；3、 通过本节内容学习，学生能否了解旧金山的城市风貌、文化特色，以及加利福尼亚州的历史，体会多元文化对美国的影响。