人教版（2019）必修第三册Unit 3 Diverse Cultures Reading and Thinking 教学设计（表格式）
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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（表格式） |  | |
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| 更新时间 | 2023-06-05 08:39:27 | ||
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新人教必修三UNIT 3 DIVERSE CULTURE
《Reading and Thinking》教学设计
课题 Reading and thinking
备课时间 授课时间 授课对象 课型
2023 年x月 45分钟 高一年级学生 阅读课
教学目标 By the end of this period, students will be able to 1. identify the features and reasons of a city that has diverse cultures. 2. figure out the main structure of the passage by classifying and organising the key information. 3. voice their personal opinions about the reasons for cultural diversity and its benefits and challenges. 4. determine the author’s feelings and attitudes.
教学重点 1.Identify the features and reasons of diverse cultures. 2.Figure out the main structure of the passage by classifying and organising the key information.
教学难点 1. Through reading, obtain and sort out the author's experiences, experiences, and feelings during his travels in San Francisco, summarize, integrate, and explain the reasons for the emergence and development process of multiculturalism in San Francisco. 2. Reasoning and demonstrating the reasons for the emergence of multiculturalism, criticizing and evaluating the advantages and challenges of multiculturalism.
情感目标 Ss learn about the diverse cultures and make the Ss know about the diverse cultures and respect other countries’ cultures.
学生分析 本课对象为我校高一年级文科班学生，他们学习英语的动机强，学习热情高，对于节日与庆祝这一主题有了初步的认识，且具有一定的阅读理解能力，英语基础薄弱，缺乏对文本的深层理解与整体分析能力。因此，本课旨在引导学生在本课的学习中结合文本特点快速而准确地找到主题句，梳理、分析和提炼不同国家、不同民族节日的精神内涵，理解世界各国人民共同的情感和精神追求，提升学生的阅读水平。
文本分析 日记是记录生活的一种方式。日记的首行是日期，日期的位置一般居左或者居右。日记的正文为主体部分，常以第一人称记录当天生活中的所见所闻、所做或所想的事情。由于记载的内容通常已经发生，作者多用一般过去时，但也可以根据情况使用其他时态。旅行日记主要记述作者在旅行地参观的景点、参与的活动和旅行的感受。 本篇旅行日记结构清晰，作者按照时间顺序叙述了自己在旧金山一天的行程。第一段描述了作者对旧金山的第一印象。第二、三、四、五段分别叙述了自己在上午、下午、傍晚在旧金山的活动和所见所闻，以及第二天的安排。除第二段需要稍加推理，第三、四、五段首句均提供了重要的时间和线索：In the afternoon、 this evening和tomorrow evening。贯穿该旅行日记的主线是旧金山的多元文化，作者在一天的旅行中体会到多元文化体现在城市的各个方面。这也是该文本的主题意义所在。
教学策略与学法指导 通过精心设计课件，利用图片、视频、等创设特定的语言运用环境，组织学生感兴趣的活动开展自主学习与小组合作探究，开展有效的教学活动。
教学媒体 多媒体 视频 图片
教学过程
教学环节 老师与学生活动 设计意图
Step 1 Warming up by activating and predicting the topic （7分钟） Activity 1: Show some pictures and a video Start this module with a music video, which focuses on some important and well-known places of interest in San Francisco. Before reading: 视频的内容是旧金山的著名景点展播，背景音乐搭配的是电影阿甘正传插曲《旧金山》，能更加吸引学生对视频的关注，同时也能加深其对旧金山的印象 并展示本节课要达成的目标及重点。其次是对课文内容进行预测并辨别文章体裁。
Activity 2: Make prediction about the text content. 1）Show students a map of the U.S, and ask them to find out the location of San Francisco on the map. Ask students what else they know about this place. 2）What type of writing is this text Travel journal
Step 2 Reading for the topic sentence of each para. （6分钟） Activity1: Read for the topic sentence of each paragraph. 强化学生对游记的记忆；让学生从文中选取信息，完成Lily的旅游行程图，训练寻读技巧，以问题为线索，带着问题去寻找特定信息（使用结构图可帮助学生将碎片化的信息结构化、系统化）。
1. The first aim is to know what Li Lan did in those places. To achieve the goal, the teacher will lead students to go through the passage to find out the key to the question.
Step3 Scanning for details (20分钟) Activity1: Read for the details. 本环节是阅读并回答相关问题，这些问题既包含事实细节题，又有观点态度题，还有推理判断题。 针对每段内容设计任务。引导学生进行探究，为他们输出提供了表达语料。从情感过渡到态度，由事实判断过渡到价值判断。
Read each paragraph and answer the questions. Read the first paragraph, Read the second paragraph Read the third paragraph Read the fourth-fifth paragraphs
Activity 2 Summary for the topic
Step4 Post reading (4分钟)
StepIV Discussion (7分钟) Ask students to discuss the following question： 这一读后活动注重与阅读文本内容、语言及意义的关联性，为学生创设了内化与运用新学知识的机会，有助于引导学生的思维由低阶向高阶稳步发展，促进批判性思维和创新性思维发展。
StepV Homework 作业（1分钟） Write a short passage about your travel experience 课后作业设计为写一篇文章，要求学生进一步加深对课文内容的理解，将本课所学知识与技能延伸至课外。
教学反思：______________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Wednesday, 21 June
6月21日，星期三
Today was my first day back in San Francisco after camping in the Redwood Forest and visiting the wine country of Napa Valley. I have to admit that it definitely feels good to be back in the city again. And what a city—a city that was able to rebuild itself after the earthquake that occurred in 1906. There are so many beautiful old buildings—many sitting on top of big hills, offering great views of the city, the ocean, and the Golden Gate Bridge.
在红杉林露营并参观了纳帕谷酒乡后，今天是我回到旧金山的第一天。我得承认，再次回到城里的感觉实在是太棒了。多么神奇的一座城市啊——一座1906年大地震后重建的城市。这里有众多美丽的古建筑——不少坐落于大山之巅， 城市、大海和金门大桥美景尽收眼底。
My hotel is near downtown, in the Mission District, one of the oldest parts of the city. Many of the people living here are from Mexico or Central America. This district used to be a poor area of town, but is now a centre for art, music, and food. In fact, an art movement called the “Mission School” started here. It’s influenced by graffiti art and comic art. I walked around looking at the street art for a few hours. It was quite modern and lively. Afterwards, I ate some delicious Mexican-Chinese noodles from a food truck. A real mix of cultures here!
我住的旅馆靠近市中心，位于教会区，这是旧金山最古老的街区之一。这里的许多居民来自墨西哥或中美洲。这个区过去是城里的一个贫困区域，而现在是艺术、音乐和美食中心。事实上，一场名为“教会派”的艺术运动就发源于此。这一运动深受涂鸦艺术和漫画艺术的影响。一连好几个小时，我四处走着，欣赏街头艺术。这些艺术十分现代，也很生动。随后，我吃了一份快餐车售卖的美味的墨西哥式中国面。这真是文化的交融啊!
In the afternoon, I headed to a local museum that showed the historical changes in California.I learnt that America got California from Mexico in 1848. In the same year, gold was discovered near San Francisco, which started a gold rush. Over 300,000 people came from all over the world to seek their fortune, and San Francisco quickly became a big city. Many Chinese arrived during this period. To earn a living, some opened up shops and restaurants in Chinatown. Many others found jobs on farms, joined the gold rush, or went to build the railway that joined California to the eastern region of the country. The museum did a really good job of showing how America was built by immigrants from different countries and cultures. When these immigrants left their countries, they carried a bit of home in their hearts, and built a new home here.
下午，我前往当地一家博物馆参观，博物馆展示了加利福尼亚的历史变迁。我了解到，1948年美国从墨西哥手中得到加利福尼亚。同年，旧金山附近发现黄金，引发了淘金热。世界各地30多万人蜂拥而至，在这里谋出路，旧金山迅速成为一座大都市。很多中国人也在这个时期来到此地。为了谋生，有些人在唐人街开商店、开餐馆。更多的人则在农场打工、加入淘金大军，或者参与修建加州通往美国东部的铁路。这家博物馆完美地展示了美国是如何由不同国家和文化的移民建设起来的。这些移民离开他们的祖国时，心中装着一片故土，最终在这里建立了新家园。
This evening, I went to Chinatown. There were so many cafés and restaurants to choose from. I selected a Cantonese restaurant that served its food on beautiful china plates. What great food!
今晚，我去了唐人街。这里有很多不错的咖啡馆和餐馆可供选择。我挑了一家粤菜馆，他们端出来的菜肴是放在精美的瓷盘子上的。太好吃了！
That’s enough for today. Tomorrow evening, I’m going to a jazz bar in the Richmond Distinct. Can’t wait!
今天就写到这里吧。明天晚上，我要去里上满区的一家爵士酒吧。我已经迫不及待了!
《Reading and Thinking》教学设计
课题 Reading and thinking
备课时间 授课时间 授课对象 课型
2023 年x月 45分钟 高一年级学生 阅读课
教学目标 By the end of this period, students will be able to 1. identify the features and reasons of a city that has diverse cultures. 2. figure out the main structure of the passage by classifying and organising the key information. 3. voice their personal opinions about the reasons for cultural diversity and its benefits and challenges. 4. determine the author’s feelings and attitudes.
教学重点 1.Identify the features and reasons of diverse cultures. 2.Figure out the main structure of the passage by classifying and organising the key information.
教学难点 1. Through reading, obtain and sort out the author's experiences, experiences, and feelings during his travels in San Francisco, summarize, integrate, and explain the reasons for the emergence and development process of multiculturalism in San Francisco. 2. Reasoning and demonstrating the reasons for the emergence of multiculturalism, criticizing and evaluating the advantages and challenges of multiculturalism.
情感目标 Ss learn about the diverse cultures and make the Ss know about the diverse cultures and respect other countries’ cultures.
学生分析 本课对象为我校高一年级文科班学生，他们学习英语的动机强，学习热情高，对于节日与庆祝这一主题有了初步的认识，且具有一定的阅读理解能力，英语基础薄弱，缺乏对文本的深层理解与整体分析能力。因此，本课旨在引导学生在本课的学习中结合文本特点快速而准确地找到主题句，梳理、分析和提炼不同国家、不同民族节日的精神内涵，理解世界各国人民共同的情感和精神追求，提升学生的阅读水平。
文本分析 日记是记录生活的一种方式。日记的首行是日期，日期的位置一般居左或者居右。日记的正文为主体部分，常以第一人称记录当天生活中的所见所闻、所做或所想的事情。由于记载的内容通常已经发生，作者多用一般过去时，但也可以根据情况使用其他时态。旅行日记主要记述作者在旅行地参观的景点、参与的活动和旅行的感受。 本篇旅行日记结构清晰，作者按照时间顺序叙述了自己在旧金山一天的行程。第一段描述了作者对旧金山的第一印象。第二、三、四、五段分别叙述了自己在上午、下午、傍晚在旧金山的活动和所见所闻，以及第二天的安排。除第二段需要稍加推理，第三、四、五段首句均提供了重要的时间和线索：In the afternoon、 this evening和tomorrow evening。贯穿该旅行日记的主线是旧金山的多元文化，作者在一天的旅行中体会到多元文化体现在城市的各个方面。这也是该文本的主题意义所在。
教学策略与学法指导 通过精心设计课件，利用图片、视频、等创设特定的语言运用环境，组织学生感兴趣的活动开展自主学习与小组合作探究，开展有效的教学活动。
教学媒体 多媒体 视频 图片
教学过程
教学环节 老师与学生活动 设计意图
Step 1 Warming up by activating and predicting the topic （7分钟） Activity 1: Show some pictures and a video Start this module with a music video, which focuses on some important and well-known places of interest in San Francisco. Before reading: 视频的内容是旧金山的著名景点展播，背景音乐搭配的是电影阿甘正传插曲《旧金山》，能更加吸引学生对视频的关注，同时也能加深其对旧金山的印象 并展示本节课要达成的目标及重点。其次是对课文内容进行预测并辨别文章体裁。
Activity 2: Make prediction about the text content. 1）Show students a map of the U.S, and ask them to find out the location of San Francisco on the map. Ask students what else they know about this place. 2）What type of writing is this text Travel journal
Step 2 Reading for the topic sentence of each para. （6分钟） Activity1: Read for the topic sentence of each paragraph. 强化学生对游记的记忆；让学生从文中选取信息，完成Lily的旅游行程图，训练寻读技巧，以问题为线索，带着问题去寻找特定信息（使用结构图可帮助学生将碎片化的信息结构化、系统化）。
1. The first aim is to know what Li Lan did in those places. To achieve the goal, the teacher will lead students to go through the passage to find out the key to the question.
Step3 Scanning for details (20分钟) Activity1: Read for the details. 本环节是阅读并回答相关问题，这些问题既包含事实细节题，又有观点态度题，还有推理判断题。 针对每段内容设计任务。引导学生进行探究，为他们输出提供了表达语料。从情感过渡到态度，由事实判断过渡到价值判断。
Read each paragraph and answer the questions. Read the first paragraph, Read the second paragraph Read the third paragraph Read the fourth-fifth paragraphs
Activity 2 Summary for the topic
Step4 Post reading (4分钟)
StepIV Discussion (7分钟) Ask students to discuss the following question： 这一读后活动注重与阅读文本内容、语言及意义的关联性，为学生创设了内化与运用新学知识的机会，有助于引导学生的思维由低阶向高阶稳步发展，促进批判性思维和创新性思维发展。
StepV Homework 作业（1分钟） Write a short passage about your travel experience 课后作业设计为写一篇文章，要求学生进一步加深对课文内容的理解，将本课所学知识与技能延伸至课外。
教学反思：______________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Wednesday, 21 June
6月21日，星期三
Today was my first day back in San Francisco after camping in the Redwood Forest and visiting the wine country of Napa Valley. I have to admit that it definitely feels good to be back in the city again. And what a city—a city that was able to rebuild itself after the earthquake that occurred in 1906. There are so many beautiful old buildings—many sitting on top of big hills, offering great views of the city, the ocean, and the Golden Gate Bridge.
在红杉林露营并参观了纳帕谷酒乡后，今天是我回到旧金山的第一天。我得承认，再次回到城里的感觉实在是太棒了。多么神奇的一座城市啊——一座1906年大地震后重建的城市。这里有众多美丽的古建筑——不少坐落于大山之巅， 城市、大海和金门大桥美景尽收眼底。
My hotel is near downtown, in the Mission District, one of the oldest parts of the city. Many of the people living here are from Mexico or Central America. This district used to be a poor area of town, but is now a centre for art, music, and food. In fact, an art movement called the “Mission School” started here. It’s influenced by graffiti art and comic art. I walked around looking at the street art for a few hours. It was quite modern and lively. Afterwards, I ate some delicious Mexican-Chinese noodles from a food truck. A real mix of cultures here!
我住的旅馆靠近市中心，位于教会区，这是旧金山最古老的街区之一。这里的许多居民来自墨西哥或中美洲。这个区过去是城里的一个贫困区域，而现在是艺术、音乐和美食中心。事实上，一场名为“教会派”的艺术运动就发源于此。这一运动深受涂鸦艺术和漫画艺术的影响。一连好几个小时，我四处走着，欣赏街头艺术。这些艺术十分现代，也很生动。随后，我吃了一份快餐车售卖的美味的墨西哥式中国面。这真是文化的交融啊!
In the afternoon, I headed to a local museum that showed the historical changes in California.I learnt that America got California from Mexico in 1848. In the same year, gold was discovered near San Francisco, which started a gold rush. Over 300,000 people came from all over the world to seek their fortune, and San Francisco quickly became a big city. Many Chinese arrived during this period. To earn a living, some opened up shops and restaurants in Chinatown. Many others found jobs on farms, joined the gold rush, or went to build the railway that joined California to the eastern region of the country. The museum did a really good job of showing how America was built by immigrants from different countries and cultures. When these immigrants left their countries, they carried a bit of home in their hearts, and built a new home here.
下午，我前往当地一家博物馆参观，博物馆展示了加利福尼亚的历史变迁。我了解到，1948年美国从墨西哥手中得到加利福尼亚。同年，旧金山附近发现黄金，引发了淘金热。世界各地30多万人蜂拥而至，在这里谋出路，旧金山迅速成为一座大都市。很多中国人也在这个时期来到此地。为了谋生，有些人在唐人街开商店、开餐馆。更多的人则在农场打工、加入淘金大军，或者参与修建加州通往美国东部的铁路。这家博物馆完美地展示了美国是如何由不同国家和文化的移民建设起来的。这些移民离开他们的祖国时，心中装着一片故土，最终在这里建立了新家园。
This evening, I went to Chinatown. There were so many cafés and restaurants to choose from. I selected a Cantonese restaurant that served its food on beautiful china plates. What great food!
今晚，我去了唐人街。这里有很多不错的咖啡馆和餐馆可供选择。我挑了一家粤菜馆，他们端出来的菜肴是放在精美的瓷盘子上的。太好吃了！
That’s enough for today. Tomorrow evening, I’m going to a jazz bar in the Richmond Distinct. Can’t wait!
今天就写到这里吧。明天晚上，我要去里上满区的一家爵士酒吧。我已经迫不及待了!