人教版（2019）必修第三册 Unit 3 Diverse Cultures Reading and Thinking-教学设计（表格式）
文档属性
| 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） |  | |
| 格式 | docx | ||
| 文件大小 | 83.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-04 10:25:22 | ||
图片预览
内容文字预览
教学设计
课程基本信息
学科 英语 年级 高一年级 学期 秋季
课题 （必修第三册）Unit 3 Reading and Thinking
教学目标
1.By the end of this period, students will be able to： 2.Grasp the key elements of a travel journal. 3.Understand the root of diverse cultures in San Francisco. 4.Develop the ability to analyze and organize information. 5.Build up confidence for our culture.
教学内容
Teaching important points： 1.Enable the students to know about cultural diversity. 2.Improve the students’ ability to classify and organize information. Teaching difficult points: 1.How to develop the students’ ability to classify, analyze and organize information. 2.How to evoke the students’ cultural awareness and encourage them to gain cultural confidence.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead-in
Step 1 View Present pictures of different nationalities of Xinjiang to activate the students’ awareness and understanding of the term “diverse” as well as introduce the topic of the reading passage. 1. Arouse students’ interest in the topic. 2. Activate students’ knowledge of diverse cultures.
Reading
Step 1 Skim and find Go through the text quickly and figure out the basic elements of a travel journal. Enables students to acquire the knowledge of how to write a travel journal.
Step 2 Read and draw Guide the students to scan the travel journal and draw a timeline. Give the students useful tips to complete the activity—find time and places. Develop students’ reading ability — information searching and sorting.
Step 3 Read and analyze A series of questions are given to the students according to the feelings of the author as a thread of logic. Para1. What did “I” feel when arriving in San Francisco “I” was amazed and impressed by the spirit, history and beauty of the city. Para2. What did “I” feel when exploring the Mission Street “I” was interested in the mixed cultures of the city with people, art and food representing them. Para3. What did “I” feel when visiting the local museum “I” appreciated the job done by the local muuseum and was touched by the historical changes of California and the contribution Chinese people had made to building the US. Para4. What did “I” feel in Chinatown “I” was happy for the food of motherland. Para5. What did “I” feel about the trip tomorrow The students have a group discussion to draw a mind map. 1. Enable the students to gain certain knowledge of gold rush. 2. Guide the students to dig out the deep root of diverse cultures of California and the US. 3. To arouse the students’ cultural awareness and cultural confidence.
“I” was eager to know more about the city of diverse cultures.
Step 4 Dig deep Summarize the travel journal by reviewing each part by asking “What did ‘I’ learn through the trip ” Practice the reading skills of summarizing.
Assignment
1. Finish your sharing with your classmates. 2. If you have the chance to go travelling next time, try to write a travel journal by yourself. Enable the students to put what they’ve learnt in this period into practice.
Blackboard Design
课程基本信息
学科 英语 年级 高一年级 学期 秋季
课题 （必修第三册）Unit 3 Reading and Thinking
教学目标
1.By the end of this period, students will be able to： 2.Grasp the key elements of a travel journal. 3.Understand the root of diverse cultures in San Francisco. 4.Develop the ability to analyze and organize information. 5.Build up confidence for our culture.
教学内容
Teaching important points： 1.Enable the students to know about cultural diversity. 2.Improve the students’ ability to classify and organize information. Teaching difficult points: 1.How to develop the students’ ability to classify, analyze and organize information. 2.How to evoke the students’ cultural awareness and encourage them to gain cultural confidence.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead-in
Step 1 View Present pictures of different nationalities of Xinjiang to activate the students’ awareness and understanding of the term “diverse” as well as introduce the topic of the reading passage. 1. Arouse students’ interest in the topic. 2. Activate students’ knowledge of diverse cultures.
Reading
Step 1 Skim and find Go through the text quickly and figure out the basic elements of a travel journal. Enables students to acquire the knowledge of how to write a travel journal.
Step 2 Read and draw Guide the students to scan the travel journal and draw a timeline. Give the students useful tips to complete the activity—find time and places. Develop students’ reading ability — information searching and sorting.
Step 3 Read and analyze A series of questions are given to the students according to the feelings of the author as a thread of logic. Para1. What did “I” feel when arriving in San Francisco “I” was amazed and impressed by the spirit, history and beauty of the city. Para2. What did “I” feel when exploring the Mission Street “I” was interested in the mixed cultures of the city with people, art and food representing them. Para3. What did “I” feel when visiting the local museum “I” appreciated the job done by the local muuseum and was touched by the historical changes of California and the contribution Chinese people had made to building the US. Para4. What did “I” feel in Chinatown “I” was happy for the food of motherland. Para5. What did “I” feel about the trip tomorrow The students have a group discussion to draw a mind map. 1. Enable the students to gain certain knowledge of gold rush. 2. Guide the students to dig out the deep root of diverse cultures of California and the US. 3. To arouse the students’ cultural awareness and cultural confidence.
“I” was eager to know more about the city of diverse cultures.
Step 4 Dig deep Summarize the travel journal by reviewing each part by asking “What did ‘I’ learn through the trip ” Practice the reading skills of summarizing.
Assignment
1. Finish your sharing with your classmates. 2. If you have the chance to go travelling next time, try to write a travel journal by yourself. Enable the students to put what they’ve learnt in this period into practice.
Blackboard Design