人教版（2019）必修 第三册Unit 3 Diverse Cultures Reading and Thinking教学设计
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| 名称 | 人教版（2019）必修 第三册Unit 3 Diverse Cultures Reading and Thinking教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 18.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-10 10:14:37 | ||
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Unit 3 Diverse Cultures
Reading and Thinking
Learn about a city that has diverse cultures
教学设计
1.Content analysis
What: The passage is from Book 3 Unit 3 Reading and Thinking.The thematic context is Human and Society. It’s a travel journal which records Li Lan’s trip to San Francisco, Through this journal, students can have a deep comprehension on what she saw and did and how she felt during the trip.
Why: San Francisco , a city with diverse cultures, fully shows the integration of different cultures in America,which help students realize the phenomenon of cultural diversity in San Francisco and understand the root causes and and social background of multiculturalism so that they can raise the awareness of cultural diversity , improve understanding and identification of Chinese culture and set up correct attitudes toward diverse cultures.
How: As a travel journal, this passage is developed in time order and was written in first narration in Simple Past tense.
2.Teaching procedures
Step Teaching activities aims Method & Time
Lead-in
Step 1: Look and say Students are shown a theme picture and describe what they see in the photo. To arouse students’ interests and lead them to the topic; Class Work 2’
Pre-reading
Step 2: Pre-read and predict Students are shown the map of America and answer the question: What do you know or want to know about San Francisco Students identify the location of San Francisco and are introduced some background information of San Francisco. Judging form the layout, Students are encouraged to infer the text style. To activate their background knowledge. To arouse students’ interest of reading To develop students’ reading strategy of making prediction about the text type by looking at the layout and picture. Class Work 3’
While-reading
Step 3: Read and classify Students read the text and fill the blanks. Students read the text again and find out the time, place and activities of Li Lan’s trip. Then draw a timeline of Li Lan’s trip One student are invited to show the timeline. To build the skill of skimming and scanning. To develop the ability of classifying and organizing information. To improve students logical thinking. Individual Work 5’
Step 4: Read and understand Students answer the question: What impressed Li Lan first when she back in the city And find out how Li Lan describe her feeling. Students read and find out examples of diverse cultures in Mission District. Students are shown a video to explore the street arts in Mission District.And then enjoy a video about the street arts of Mission District.After watching the video,students answer the question: Which painting impressed you most Students answer the question: What did Li Lan learn from the local museum Students are required to describe Li Lan’s feeling with an ellipitcal sentence. Students answer the question: Do you think it was easy for the Chinese immigrants to live in San Francisco Students answer the question: What did Li Lan do in China town and how did she felt Students answer the questions: What did Li Lan do in the Richmond District and how did she felt And get to know something about Jazz. Students answer the questions: What brought about such cultural diversity in San Francisco They are guided to think from the history, location, people spirits and economy. To develop students’ ability of processing and integrating information To improve students’ ability to comprehend and infer. To enhance students’ comprehension of cultural diversity through pictures and video. Individual Work Group Work 20’
Post-reading
Step 5 Read and apply Students work in groups to discuss what problems or benefits they think they will have if they live in San Francisco as an immigrant and then share their opinions in class . 2.Teacher draw a conclusion about culture diversity. To train students’ ability of critical thinking. To develop students’ cultural awareness. To help students set up correct attitude cultural diversity. Group Work 10’
Homework
1. Watch a video about Queens, New York — the World’s biggest Melting pot and finish the tasks on P36.
2. Read another travel journal on P75 and make a comparison between the two ( Similarities & Differences).
Reading and Thinking
Learn about a city that has diverse cultures
教学设计
1.Content analysis
What: The passage is from Book 3 Unit 3 Reading and Thinking.The thematic context is Human and Society. It’s a travel journal which records Li Lan’s trip to San Francisco, Through this journal, students can have a deep comprehension on what she saw and did and how she felt during the trip.
Why: San Francisco , a city with diverse cultures, fully shows the integration of different cultures in America,which help students realize the phenomenon of cultural diversity in San Francisco and understand the root causes and and social background of multiculturalism so that they can raise the awareness of cultural diversity , improve understanding and identification of Chinese culture and set up correct attitudes toward diverse cultures.
How: As a travel journal, this passage is developed in time order and was written in first narration in Simple Past tense.
2.Teaching procedures
Step Teaching activities aims Method & Time
Lead-in
Step 1: Look and say Students are shown a theme picture and describe what they see in the photo. To arouse students’ interests and lead them to the topic; Class Work 2’
Pre-reading
Step 2: Pre-read and predict Students are shown the map of America and answer the question: What do you know or want to know about San Francisco Students identify the location of San Francisco and are introduced some background information of San Francisco. Judging form the layout, Students are encouraged to infer the text style. To activate their background knowledge. To arouse students’ interest of reading To develop students’ reading strategy of making prediction about the text type by looking at the layout and picture. Class Work 3’
While-reading
Step 3: Read and classify Students read the text and fill the blanks. Students read the text again and find out the time, place and activities of Li Lan’s trip. Then draw a timeline of Li Lan’s trip One student are invited to show the timeline. To build the skill of skimming and scanning. To develop the ability of classifying and organizing information. To improve students logical thinking. Individual Work 5’
Step 4: Read and understand Students answer the question: What impressed Li Lan first when she back in the city And find out how Li Lan describe her feeling. Students read and find out examples of diverse cultures in Mission District. Students are shown a video to explore the street arts in Mission District.And then enjoy a video about the street arts of Mission District.After watching the video,students answer the question: Which painting impressed you most Students answer the question: What did Li Lan learn from the local museum Students are required to describe Li Lan’s feeling with an ellipitcal sentence. Students answer the question: Do you think it was easy for the Chinese immigrants to live in San Francisco Students answer the question: What did Li Lan do in China town and how did she felt Students answer the questions: What did Li Lan do in the Richmond District and how did she felt And get to know something about Jazz. Students answer the questions: What brought about such cultural diversity in San Francisco They are guided to think from the history, location, people spirits and economy. To develop students’ ability of processing and integrating information To improve students’ ability to comprehend and infer. To enhance students’ comprehension of cultural diversity through pictures and video. Individual Work Group Work 20’
Post-reading
Step 5 Read and apply Students work in groups to discuss what problems or benefits they think they will have if they live in San Francisco as an immigrant and then share their opinions in class . 2.Teacher draw a conclusion about culture diversity. To train students’ ability of critical thinking. To develop students’ cultural awareness. To help students set up correct attitude cultural diversity. Group Work 10’
Homework
1. Watch a video about Queens, New York — the World’s biggest Melting pot and finish the tasks on P36.
2. Read another travel journal on P75 and make a comparison between the two ( Similarities & Differences).