人教版（2019）必修第三册Unit 3 Diverse Cultures Section A Reading and Thinking 教案
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| 名称 | 人教版（2019）必修第三册Unit 3 Diverse Cultures Section A Reading and Thinking 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 22.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-08 13:59:50 | ||
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Unit 3 Diverse Cultures
Section A Reading and Thinking教学设计
科目：英语 课题：Section A Reading and Thinking 课时：1课时
Teaching Content: This is a reading lesson. It talks about diverse cultures of San Francisco.
Teaching Objectives：
（1）Knowledge Objectives:
a) Students will learn some words and phrases.
b) Students can understand the passage and learn more about diverse cultures of San Francisco.
（2）Ability Objective：
Students will be able to use different basic reading strategies like skimming and scanning correctly in their reading process.
（3）Emotional Objectives:
Students can foster the interest and desire of learning English and be fond of taking part in kinds of class activities.
Key and difficult points:
Key point：Help students get the details of the passage
difficult point：Let students express their opinions on the diverse cultures of San Francisco; guide students to use the new knowledge in their daily life.
Major steps：
Step 1 Lead-in (4mins)
After greeting students, the teacher will show the pictures and ask questions:
Locate California and San Francisco.
What do you know about San Francisco of California
then invited some volunteers to share their answers. After that, the teacher will give comments on students' answers and show the topic of this lesson.
(Justification: The pictures is vivid and interesting, which can arouse students' interest in the teaching activity. Meanwhile, it can also introduce the topic today naturally)
Step 2 Pre-reading (5 mins)
（1）New Knowledge Teaching
With the help of PPT, the teacher will guide students to understand the meaning and usage of new words and sentences.
（2）Prediction
Before reading, the teacher will organize students to make a prediction. Some hints will be provide to help them:
Hint 1:Words and sentence just refered.
Hint 2:Title of this metrial
Hint 3:Some pictures in which students can see.
(Justification: Through above activities, students will be prepared to read and can understand the material better.)
Step 3 While-reading(20 mins)
(1)Extensive reading
a)Skimming
Students will have 2-3 minutes to read the passage first time to check their prediction and conclude the main idea of the passage.
b) Scanning
Students will read the passage again to locate certain information and answer the following question:
1.What type of text do you think it is
A.Diary. B.Travel journal.
C.News report. D.Travel guide.
2.Where did she go for her trip
3.What is her travel plan Find out the places that she has been to or plans to visit.（Justification: Through fast reading, students will have a general understanding of this passage.）
（2）Intensive reading
Students should read the passage for the third time and do the following tasks:
Answer the following questions using information from the travel journal.
1.What impressed the writer first about San Francisco
2.What is so special about the Mission District
3.Why did Chinese immigrants go to San Francisco
4.What examples of ethnic diversity can you find in the journal Try to present it in a mind map.
Answer the following questions and complete the table below.
Did Li Lan enjoy her trip in San Francisco Can you find some evidence to support your idea
Parts Feelings Examples
Para.1:City of San Francisco
Para.2:Mission District
Para.3:Local museum
Para.4:Chinatown happy ... so many good cafés and restaurants... beau-tiful china plates... great food!
Para.5:Richmond District
(Justification: Through above reading activities, students will not only understand the main idea and details of this reading material, but also improve their reading abilities.)
Step 4 Post-reading (11mins)
Group discussion:
Students need to work in groups to discuss the following question
1.Have you ever been to a place that has a diverse culture What do you think brought about the cultural diversity
2.What are the benefits and challenges of cultural diversity
by using the key words/phrases and sentences.
Several minutes will be given. When time's up, several students will be invited to share their answers. Then the teacher will comment on student's perfercece.
(Justification: This task can arouse students' interest and involve the whole class. Also, by group discussion, they will be more confident to share their opinions in public.)
Step 5 Summary and homework (5 mins)
1. Summary
Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students.
(Justification: Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits)
2. Homework
(1)Retell the passage after the class.
(2)Search the internet for more information about diverse cultures of San Francisco and share with others next class.
(Justification: Retelling can help students sort out the course content, and the task of collecting information can help students actively explore more knowledge and information)
2
Section A Reading and Thinking教学设计
科目：英语 课题：Section A Reading and Thinking 课时：1课时
Teaching Content: This is a reading lesson. It talks about diverse cultures of San Francisco.
Teaching Objectives：
（1）Knowledge Objectives:
a) Students will learn some words and phrases.
b) Students can understand the passage and learn more about diverse cultures of San Francisco.
（2）Ability Objective：
Students will be able to use different basic reading strategies like skimming and scanning correctly in their reading process.
（3）Emotional Objectives:
Students can foster the interest and desire of learning English and be fond of taking part in kinds of class activities.
Key and difficult points:
Key point：Help students get the details of the passage
difficult point：Let students express their opinions on the diverse cultures of San Francisco; guide students to use the new knowledge in their daily life.
Major steps：
Step 1 Lead-in (4mins)
After greeting students, the teacher will show the pictures and ask questions:
Locate California and San Francisco.
What do you know about San Francisco of California
then invited some volunteers to share their answers. After that, the teacher will give comments on students' answers and show the topic of this lesson.
(Justification: The pictures is vivid and interesting, which can arouse students' interest in the teaching activity. Meanwhile, it can also introduce the topic today naturally)
Step 2 Pre-reading (5 mins)
（1）New Knowledge Teaching
With the help of PPT, the teacher will guide students to understand the meaning and usage of new words and sentences.
（2）Prediction
Before reading, the teacher will organize students to make a prediction. Some hints will be provide to help them:
Hint 1:Words and sentence just refered.
Hint 2:Title of this metrial
Hint 3:Some pictures in which students can see.
(Justification: Through above activities, students will be prepared to read and can understand the material better.)
Step 3 While-reading(20 mins)
(1)Extensive reading
a)Skimming
Students will have 2-3 minutes to read the passage first time to check their prediction and conclude the main idea of the passage.
b) Scanning
Students will read the passage again to locate certain information and answer the following question:
1.What type of text do you think it is
A.Diary. B.Travel journal.
C.News report. D.Travel guide.
2.Where did she go for her trip
3.What is her travel plan Find out the places that she has been to or plans to visit.（Justification: Through fast reading, students will have a general understanding of this passage.）
（2）Intensive reading
Students should read the passage for the third time and do the following tasks:
Answer the following questions using information from the travel journal.
1.What impressed the writer first about San Francisco
2.What is so special about the Mission District
3.Why did Chinese immigrants go to San Francisco
4.What examples of ethnic diversity can you find in the journal Try to present it in a mind map.
Answer the following questions and complete the table below.
Did Li Lan enjoy her trip in San Francisco Can you find some evidence to support your idea
Parts Feelings Examples
Para.1:City of San Francisco
Para.2:Mission District
Para.3:Local museum
Para.4:Chinatown happy ... so many good cafés and restaurants... beau-tiful china plates... great food!
Para.5:Richmond District
(Justification: Through above reading activities, students will not only understand the main idea and details of this reading material, but also improve their reading abilities.)
Step 4 Post-reading (11mins)
Group discussion:
Students need to work in groups to discuss the following question
1.Have you ever been to a place that has a diverse culture What do you think brought about the cultural diversity
2.What are the benefits and challenges of cultural diversity
by using the key words/phrases and sentences.
Several minutes will be given. When time's up, several students will be invited to share their answers. Then the teacher will comment on student's perfercece.
(Justification: This task can arouse students' interest and involve the whole class. Also, by group discussion, they will be more confident to share their opinions in public.)
Step 5 Summary and homework (5 mins)
1. Summary
Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students.
(Justification: Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits)
2. Homework
(1)Retell the passage after the class.
(2)Search the internet for more information about diverse cultures of San Francisco and share with others next class.
(Justification: Retelling can help students sort out the course content, and the task of collecting information can help students actively explore more knowledge and information)
2