人教版（2019）必修第三册 Unit3 Diverse Cultures Reading and Thinking 名师教学设计（含答案）
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| 名称 | 人教版（2019）必修第三册 Unit3 Diverse Cultures Reading and Thinking 名师教学设计（含答案） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-10 18:27:54 | ||
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文档简介
Unit3 Reading and Thinking 名师教学设计
课时内容
Learn about a city that has diverse cultures
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：跨文化沟通、包容与合作
语篇类型：旅游日记
文本分析：
[What]本文是一篇游记，讲述了作者在美国旧金山的一次旅行。文章按照旅行的时间顺序，依次介绍了早中晚分别参观的地方，如：旧金山城中心教会区（Mission District）、当地博物馆、唐人街等，并以每个地点为依托，通过所见和感悟，介绍了旧金山的现状和多元文化形成的过程和原因。文中包含了丰富多样的旧金山多元文化特征，以及旅行者的内心感受。
[Why]从中国游客的视角以游记的形式介绍多元文化之城——旧金山概况。
[How]该文是一篇典型的游记，其明线是按照时间、路线、见闻、感受的线索展开。通过作者亲历旧金山的旅行见闻，呈现了这次旅行。暗线则是对旧金山多元文化产生的原因、形成过程和现状进行介绍，使读者了解旧金山的主要概况。
课时目标
1.获取和梳理作者在旧金山旅游的所见、所闻和所感。
2.分析、概括、阐释旧金山多元文化产生的原因。
3.推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
重点难点
重点：
通过阅读，获取和梳理作者在旧金山旅游的所见、所闻和所感，概括、整合、阐释旧金山多元文化产生的原因和发展过程。
难点：
推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
教学准备
教师准备：
了解旧金山多元文化形成的信息，获取、分析、评价多元文化产生的原因和优缺点。
学生准备：
1.预习本课时的相关词汇。
2.了解旧金山的历史和概况。
教学过程
Step I 学习理解
活动一：感知与注意（Brainstorm）
Before reading, ask students to look at the map and pictures of San Francisco and discuss in groups: What do they know and want to know about the city
Suggested answers：
San Francisco is a city in California on the West Coast of the us. It is famous for its Chinatown and its sports teams.
【设计意图】在阅读前，让学生看地图和图片，讨论关于旧金山的有关知识，有助于激活主题背景知识、形成阅读前的期待，同时提高学生自主阅读的效率。
活动二：读前预测（Predict the content）
Format：
The heroine：
Where she visit：
The text is about：
Suggested answers：
Format: travel journal
The heroine: Li lan
Where she visit: San Francisco, US
The text is about: Li Lan recorded what she saw, heard, did and felt in her travel journal after visiting San Francisco, US
活动三：获取与梳理（Get to know San Francisco）
1.获取信息（Read the text and answer the following questions.）
（1）Where has she been to and where does she plan to visit？
（2）When did the earthquake happen in the city of San Francisco？
（3）Where did Li Yan go for dinner
（4）How is the article organised？
Suggested answers：
（1）She has been to：Redwood Forest，Napa valley Mission District，a local museum，Chinatown and she plans to visit Richmond District.
（2）In 1906
（3）A Cantonese restaurant
（4）Time order/Timeline（morning，afternoon，evening and tomorrow）
2.策略学习（Classify and organise information）
Introduce the learning strategy：Classify and organise information to students.
Classify and organise information：We can better understand a passage by classifying or organising the information in it. Classifying means deciding the kind information，e.g. dates，numbers，opinions. Organising means putting things in order, e. g. according to how old how much, what kind. Sometimes it is a good idea to draw a diagram to organise the information in the passage.
3. Complete the timeline(Part 3, P29)
(1) Ask students to read the travel journal again and complete the timeline of
Lilan’s travel journal.
Before coming to San francisco
morning afternoon evening tomorrow
(2) Check the answers
Suggested answers：
Before coming to San francisco Camped in the redwood Forsest； Visited Napa Valley
morning Explored the neighbourhood learnt about Mission school art: ate mexican Chinese noodles from a food truck afternoon Went to a historical museum evening Went to Chinatown to enjoy some home style cooking tomorrow Will go to a azz bar in the Richmond District
【设计意图】通过完成时间表，学生梳理出作者旅游的行程，形成对文章结构的总体认识。
Step Ⅱ 应用实践
活动四：分析与判断（Answer the questions）
Ask students to read the text and try to answer the 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
（5）Why does the city of San Francisco have diverse cultures？
Suggested answers：
（1）The beautiful old buildings，many sitting on top of big hills.
（2）The Mission District is a vibrant，historical area full of culture and life.
（3）To seek their fortune in the gold rush.
（4）The Mission District which is full of people from Mexico or Central America：Mexican-Chinese noodles from a food truck；Chinatown.
（5）Because gold was discovered there and many people came from all over the world to seek their fortune and when the immigrants left their countries，they carried a bit of home in their hearts and built a new home in the city of San Francisco.
【设计意图】针对文本内容设置问题，鼓励学生从语篇中获得新知。通过分析、判断、概括和整合语篇中的信息，感知和理解语篇中语言所表达的意义和所承载的文化价值取向。
活动五：内化与运用（Focus on language）（Part6,P29）
Ask students to complete the following sentences using words from the travel journal and be sure to use the correct forms.
Suggested answers：
1 Over 3，000 lives were claimed in the 1906 San Francisco earthquake and the series of fires that occurred after it. More than 80% of the city was destroyed including much of the downtown area. One area that was hit the hardest was the mission district
2 Yunnan Province is definitely one of the most diverse provinces that I have ever been to. Apart from being the kingdom of flowers，it is home to many ethnic minority groups. After visiting the southern part of Yunnan，I have to admit that it is the best region of China to escape the cold winter.
【设计意图】本环节围绕语言知识设计了一个练习，让学生使用课本所学单词在语境中填空，内化语言的同时无形中也引导学生阅读了更多同类主题的语篇。
Step Ⅲ 迁移创新
活动六：批判与评价（Your opinions）（Part5，P29）
Ask students to work in groups and discuss the questions：
（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？
Suggested answers：
（1）One culturally diverse place that I have been to is Harbin，the capital city of Heilongjiang Province. I went there last year with my family to see the Ice and Snow Festival，and I was amazed at how the culture was different from most other Chinese cities. It is greatly influenced by Russia，with beautiful Russian architecture and lots of interesting restaurants. I learnt that Harbin is called“the Oriental Moscow”and that many Russians settled there to help build the railway over 100 years ago.
（2）The benefits：People are able to experience a wide variety of cultures，making their lives more interesting and it can deepen the feelings of our national culture. It is also helpful for us to learn about other outstanding cultures，which help improve the ability to respect others.
The challenges：People may have trouble communicating or understanding each other，and it may lead to disappearance of some civilisations and even make some people think “The western moon is rounder than his own.”
【设计意图】在这个活动中，学生通过推理与论证多元文化产生的原因，批判与评价多元文化的优点和所带来的挑战，加深对主题意义的理解，理性表达观点，体现正确的价值观，实现深度学习，促进能力向素养的转化。
板书设计
Unit 3 Diverse Cultures
Period Ⅱ Reading and Thinking
I.学习理解
活动一：感知与注意（Brainstorm）
活动二：读前预测（Predict the content）
活动三：获取与梳理（Get to know san Francisco）
Ⅱ.应用实践
活动四：分析与判断（Answer the questions）
活动五：内化与运用（Focus on language）
Ⅲ.迁移创新
活动六：批判与评价（Your opinions）
课时内容
Learn about a city that has diverse cultures
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：跨文化沟通、包容与合作
语篇类型：旅游日记
文本分析：
[What]本文是一篇游记，讲述了作者在美国旧金山的一次旅行。文章按照旅行的时间顺序，依次介绍了早中晚分别参观的地方，如：旧金山城中心教会区（Mission District）、当地博物馆、唐人街等，并以每个地点为依托，通过所见和感悟，介绍了旧金山的现状和多元文化形成的过程和原因。文中包含了丰富多样的旧金山多元文化特征，以及旅行者的内心感受。
[Why]从中国游客的视角以游记的形式介绍多元文化之城——旧金山概况。
[How]该文是一篇典型的游记，其明线是按照时间、路线、见闻、感受的线索展开。通过作者亲历旧金山的旅行见闻，呈现了这次旅行。暗线则是对旧金山多元文化产生的原因、形成过程和现状进行介绍，使读者了解旧金山的主要概况。
课时目标
1.获取和梳理作者在旧金山旅游的所见、所闻和所感。
2.分析、概括、阐释旧金山多元文化产生的原因。
3.推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
重点难点
重点：
通过阅读，获取和梳理作者在旧金山旅游的所见、所闻和所感，概括、整合、阐释旧金山多元文化产生的原因和发展过程。
难点：
推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
教学准备
教师准备：
了解旧金山多元文化形成的信息，获取、分析、评价多元文化产生的原因和优缺点。
学生准备：
1.预习本课时的相关词汇。
2.了解旧金山的历史和概况。
教学过程
Step I 学习理解
活动一：感知与注意（Brainstorm）
Before reading, ask students to look at the map and pictures of San Francisco and discuss in groups: What do they know and want to know about the city
Suggested answers：
San Francisco is a city in California on the West Coast of the us. It is famous for its Chinatown and its sports teams.
【设计意图】在阅读前，让学生看地图和图片，讨论关于旧金山的有关知识，有助于激活主题背景知识、形成阅读前的期待，同时提高学生自主阅读的效率。
活动二：读前预测（Predict the content）
Format：
The heroine：
Where she visit：
The text is about：
Suggested answers：
Format: travel journal
The heroine: Li lan
Where she visit: San Francisco, US
The text is about: Li Lan recorded what she saw, heard, did and felt in her travel journal after visiting San Francisco, US
活动三：获取与梳理（Get to know San Francisco）
1.获取信息（Read the text and answer the following questions.）
（1）Where has she been to and where does she plan to visit？
（2）When did the earthquake happen in the city of San Francisco？
（3）Where did Li Yan go for dinner
（4）How is the article organised？
Suggested answers：
（1）She has been to：Redwood Forest，Napa valley Mission District，a local museum，Chinatown and she plans to visit Richmond District.
（2）In 1906
（3）A Cantonese restaurant
（4）Time order/Timeline（morning，afternoon，evening and tomorrow）
2.策略学习（Classify and organise information）
Introduce the learning strategy：Classify and organise information to students.
Classify and organise information：We can better understand a passage by classifying or organising the information in it. Classifying means deciding the kind information，e.g. dates，numbers，opinions. Organising means putting things in order, e. g. according to how old how much, what kind. Sometimes it is a good idea to draw a diagram to organise the information in the passage.
3. Complete the timeline(Part 3, P29)
(1) Ask students to read the travel journal again and complete the timeline of
Lilan’s travel journal.
Before coming to San francisco
morning afternoon evening tomorrow
(2) Check the answers
Suggested answers：
Before coming to San francisco Camped in the redwood Forsest； Visited Napa Valley
morning Explored the neighbourhood learnt about Mission school art: ate mexican Chinese noodles from a food truck afternoon Went to a historical museum evening Went to Chinatown to enjoy some home style cooking tomorrow Will go to a azz bar in the Richmond District
【设计意图】通过完成时间表，学生梳理出作者旅游的行程，形成对文章结构的总体认识。
Step Ⅱ 应用实践
活动四：分析与判断（Answer the questions）
Ask students to read the text and try to answer the 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
（5）Why does the city of San Francisco have diverse cultures？
Suggested answers：
（1）The beautiful old buildings，many sitting on top of big hills.
（2）The Mission District is a vibrant，historical area full of culture and life.
（3）To seek their fortune in the gold rush.
（4）The Mission District which is full of people from Mexico or Central America：Mexican-Chinese noodles from a food truck；Chinatown.
（5）Because gold was discovered there and many people came from all over the world to seek their fortune and when the immigrants left their countries，they carried a bit of home in their hearts and built a new home in the city of San Francisco.
【设计意图】针对文本内容设置问题，鼓励学生从语篇中获得新知。通过分析、判断、概括和整合语篇中的信息，感知和理解语篇中语言所表达的意义和所承载的文化价值取向。
活动五：内化与运用（Focus on language）（Part6,P29）
Ask students to complete the following sentences using words from the travel journal and be sure to use the correct forms.
Suggested answers：
1 Over 3，000 lives were claimed in the 1906 San Francisco earthquake and the series of fires that occurred after it. More than 80% of the city was destroyed including much of the downtown area. One area that was hit the hardest was the mission district
2 Yunnan Province is definitely one of the most diverse provinces that I have ever been to. Apart from being the kingdom of flowers，it is home to many ethnic minority groups. After visiting the southern part of Yunnan，I have to admit that it is the best region of China to escape the cold winter.
【设计意图】本环节围绕语言知识设计了一个练习，让学生使用课本所学单词在语境中填空，内化语言的同时无形中也引导学生阅读了更多同类主题的语篇。
Step Ⅲ 迁移创新
活动六：批判与评价（Your opinions）（Part5，P29）
Ask students to work in groups and discuss the questions：
（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？
Suggested answers：
（1）One culturally diverse place that I have been to is Harbin，the capital city of Heilongjiang Province. I went there last year with my family to see the Ice and Snow Festival，and I was amazed at how the culture was different from most other Chinese cities. It is greatly influenced by Russia，with beautiful Russian architecture and lots of interesting restaurants. I learnt that Harbin is called“the Oriental Moscow”and that many Russians settled there to help build the railway over 100 years ago.
（2）The benefits：People are able to experience a wide variety of cultures，making their lives more interesting and it can deepen the feelings of our national culture. It is also helpful for us to learn about other outstanding cultures，which help improve the ability to respect others.
The challenges：People may have trouble communicating or understanding each other，and it may lead to disappearance of some civilisations and even make some people think “The western moon is rounder than his own.”
【设计意图】在这个活动中，学生通过推理与论证多元文化产生的原因，批判与评价多元文化的优点和所带来的挑战，加深对主题意义的理解，理性表达观点，体现正确的价值观，实现深度学习，促进能力向素养的转化。
板书设计
Unit 3 Diverse Cultures
Period Ⅱ Reading and Thinking
I.学习理解
活动一：感知与注意（Brainstorm）
活动二：读前预测（Predict the content）
活动三：获取与梳理（Get to know san Francisco）
Ⅱ.应用实践
活动四：分析与判断（Answer the questions）
活动五：内化与运用（Focus on language）
Ⅲ.迁移创新
活动六：批判与评价（Your opinions）