人教版（2019）必修 第三册Unit 3 Diverse Cultures Reading for Writing Welcome to My Hometown 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 for Writing Welcome to My Hometown 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 360.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-04 12:06:19 | ||
图片预览
文档简介
教学设计
课题 Unit 3 Diverse Cultures Reading for Writing: Welcome to My Hometown
教师
语篇研读
主题语境：人与社会——文化的多样性 语篇类型：说明文——中国城的介绍。以语篇为依托来进行以读促写。 【What】 该板块的活动主题是“介绍一个有显著文化特征的地方”（Describe a place with distinctive cultural items）.它是带有旅游宣传性质的介绍性语篇，通过介绍中国城继续聚焦中国文化，选取了旧金山中国城最具代表性的内容，包括那里的居民构成、语言、历史、商品、饮食风味、人们的活动，展现了它作为中国文化展示中心的独特魅力。介绍中国城的目的主要是体现中国文化与美国多元文化的关系，它是美国多元文化的重要组成部分。 【Why】 了解中国文化，以及世界文化的多样性，感知多元文化的重要性，掌握如何用合理的篇章和结构去介绍一个城市，引导学生去发现家乡的独特文化特征，从而鼓励他们表达对家乡的热爱。 【How】 从文章的标题“Welcome to Chinatown !”可以看出，它是一篇带有旅游性质的介绍性语篇，文章客观而全面地描述了旧金山中国城的历史和现状。该语篇采用了“总分总”的写作结构，通过六个段落客观而全面介绍旧金山中国城的历史和现状，以及它的存在价值。第一段概述旧金山中国城的特点。主体部分的四个段落从不同角度带领读者了解旧金山的中国城。第二段介绍了中国城的起源，居民的构成和当地的主要语言。第三段继续讲述中国城的历史，并主要介绍了几个有特色的景点。第四段介绍了中国城的店铺类型及特色产品。第五段介绍中国城的的饮食特点。末段重申中国城存在的价值，即它是美国多元文化的重要组成部分，是游客亲身体验在中国传统文化的重要场所。
学情分析
本班学生基础一般，部分同学具备从一般难度的文本中提取主要信息的能力。但是表达能力有所欠缺，不太善于口头表达，对文中所提到的旧金山的Chinatown以及相关人文知识了解不多；对介绍家乡的一些关键信息把握不准，写作结构不清晰。利用直观的汉堡包结构对课文篇章结构的分析和主要信息的梳理，有利于帮助学生构建文章结构，理清思路。鼓励他们去寻找家乡的独特文化，以及更有效的语言输出。
教学目标
By theLearning ability：1. Get more inforBy the end of the class, ss will be able to: Understand the “Hamburger Structure”to introduce your hometown. Analyze the language features of the text by finding items and expressions. Apply the items and expressions you learned in your introduction. Write an introduction to your hometown.
教学重难点
Learning Focuses ： Understand the “Hamburger Structure”to introduce your hometown. Complete an introduction to your hometown. Learning Difficulties： Analyze the language features of the text by finding items and expressions. Make evaluation with the assistance of the checklists.
学习方法：任务学习；交际学习；情境体验学习；合作学习；过程性写作学习；批判学习；
学习资源：ppt; textbook; blackboard; handout; Seewo
教学过程：
Steps Teaching Activities Intentions Time
Show the learning objectives. To make ss be aware of the learning objectives of this class. 30’’
Lead in Activity1: Watch and Feel - to be a curious learner Show the video about Chinatown for the students. Ask them: What is the place in the video Do you know where is it To arouse their interests to explore Chinatown. 2’
Pre-writing
Pre-reading Activity2：Pre-reading -to be an observer From the headline and picture, we can know the passage is an to Chinatown. News report A popular science article An introduction to a place Learn about the style of the passage and prepare for reading passage. 1’
Fast-reading Activity3： Read for structure- to be a logical reader T ask ss to read the passage and divide it into 3parts, summarize the main idea of each part. Show a hamburger to ss, and guide them to combine the hamburger with the structure, then conclude the “hamburger structure” To know and identify the “Hamburger Structure”, and to observe, analyze and summarize the main idea. 5’
Careful-reading Activity 4：Read for language- to be a serious and analytical reader Read the passage again and figure out the items and underline the useful expressions in the Chinatown hamburger. To make ss focus on the language features to introduce places and learn about the details in Chinatown hamburger. 7’
Further-thinking 1.what does Chinatown mean to ethnic Chinese To those ethnic Chinese, Chinatown is not only ,but also 2.Which place is “a real taste of China” for you Let the students not only have a deep understanding of the unique culture of Chinatown, but also let the students think about the meaning of their hometown. Meanwhile, lay the foundation for the introduction of their hometown. 2’
Brainstorm Activity6 Brainstorm- to be an active thinker Now let’s make a Tunchang hamburger, what items and expressions will you put in it Let’s have a brainstorm. To make ss think actively and store more details for writing. brainstorm some items and expressions to put in their Tunchang hamburger. 5’
While-writing
Writing Activity6: Drafting- to be a good writer. Make your Tunchang hamburger with 2 items in the body part and newly learned expressions. Refer to the expressions and items about Tunchang in the writing backpack. After writing, have a self check and peer check with your group members, choose the best handwriting to present. To make ss gradually realize the internalization of language and culture., and apply what they learned to their writing. 9’
Self-check and peer-check Activity7: Self-editing and Peer-editing-to be a critical thinker After writing, have a self check and peer check with your group members, choose the best handwriting to present. Cultivate ss’ critical thinking by self-editing and peer-editing in groups according to the checklist. 1’
After-writing
Presentation Activity 6： Present your performance- to be a confident presenter and critical thinker Representatives from each groups share their introduction in class To offer ss chance to present their performance confidently and learn to appreciate other ss’ performance according to the checklist. 6’
Summary Summarize- to be a nice concluder T guides Ss to review the steps of introducing places. Summarize the writing techniques in introduction to places. 1’
Homework Homework: 1. Polish your writing based on what we have learnt in this class. 2. Explore other strategies to make your introduction impressive. Polish writing after class in order to promote our hometown better. 1’
板书设计 Book 3 Unit3 Diverse Cultures Reading for writing Welcome to Chinatown
持续评价 诊断性评价 过程性学习活动 总结性评价
学生是否了解美国唐人街多元文化 通过写作前的阅读活动，让学生了解美国的多元文化，并培养学生的文化自信。 学生通过语篇阅读对唐人街的多元文化有所了解，并通过进一步体会唐人街华裔的感受，联系到自己的家乡，树立文化自信和对家乡的热爱。
学生是否了解如何介绍自己的家乡 通过快读和细读，掌握介绍家乡的篇章结构和语言特点 学生掌握介绍家乡的篇章结构和语言特点。
学生是否了解介绍家乡的细节 课前材料收集和头脑风暴 学生掌握介绍家乡时的具体细节。
学生是否能够通过写前的准备，完成一篇对自己家乡的介绍。 学生在10分钟内完成介绍家乡的初稿。 绝大多数能够完成介绍家乡初稿的撰写。
学生是否能够在写后完成自评和同伴互评 学生在自评和互评中选出组内最佳作品在全班展示。 自评和互评中培养了学生的批判性思维，取长补短，完善自己的作品。
学生是否能够在全班同学面前展示自己小组的作品。 小组代表以创新的形式展示自己小组作品。 学生在欣赏和评价的同时，进一步内化了介绍家乡的写作方法。
学生是否能对本节课所学知识进行总结。 教师带领学生梳理本节课所学，有关如何介绍一个地方。 与家乡有关图片的视觉冲击。 学生在总结中再次梳理本节课重点，激发学生对家乡的热爱和文化自信。
学生是否在课后进一步润色自己的作品，完成对家乡的宣传。 布置作业，润色自己的作品，宣传家乡。 通过让学生宣传家乡，赋予写作真实性。
教学反思
Book3 Unit3 Diverse cultures
Reading for writing 学案
Learning objectives(学习目标)：
After the class, you will be able to:
Understand the “Hamburger Structure”(汉堡包结构) to introduce your hometown.
Apply the newly learned items（项目） and expressions（表达） in your introduction .
Write an introduction to your hometown.
Read for structure
Structure Para Main ideas
Part1(Beginning) A brief to Chinatown
Part2(Body) Of Chinatown
Part3(Ending) Of Chinatown
Para Items Useful Expressions
1 location In San Francisco
is mild all year round, meaning...
the biggest;the oldest; It’s a very popular tourist draw
2 history
Ethnic group
many of whom don’t speak English fluently
3
It has a long and famous history, with the author...
4 Business(stores)
5 Food
6 significance
Read for language
Further thinking
what does Chinatown mean to ethnic Chinese
To those ethnic Chinese, Chinatown is not only ,but also .
Which place is “a real taste of China” for you
Brainstorm：
Now let’s make a Tunchang hamburger ,what items and expressions will you put in it
Writing and Evaluation
Make your Tunchang hamburger with 2 items in the body part using newly learned expressions in this class.
Summary
六、Homework
Writing backpack（写作背囊）：
Vivid expressions
is located in/ lies in.....位于........
is the the most popular tourist draw that receives... 最受欢迎的旅游景点
is hot and rainy in summer, and cold and dry in winter夏季炎热多雨，冬季干冷
There are quite a lot of tourist attractions, including...有许多景点，包括....,
Visitors can also spend hours just exploring interesting sights and smells游客可以花费几个小时探索.....
a key site/ a must-see site/tourist draw重要的景点
all kinds of.../ a unique range of / varieties of各种各样的
historically,... what started as...then turned into... 在历史上，开始是......,后来变成.....
...took place there，which makes people...... ...在此发生，使人们........
What many tourists treasure most is..., with...to suit everyone’s taste/with... to satisfy/meet everyone’s need.许多游客最喜欢的是......，有...适合许多人口味/满足很多人的需求
is a must-see site for...., which offers a unique range of... 这里提供独特的..
the majority of residents in... are…, many of whom …大多数居民是......，许多....
is not only an important part of..., but allow …to experience... first hand.不仅是....，而且
Items About Tunchang
梦幻香山 Fantasy Xiangshan Tourism Zone 木色湖 Muse Lake
枫木鹿场 Fengmu Farm 卧龙山 Wolong Mountain
黑猪 Black pig 香草鸭 Herbal Duck
清补凉 Qing Bu Liang 苦瓜 Bitter melon
琼崖革命 Qiongya Revolution 黎苗族 li and Miao people
武术操 Martial Art 水晶Crystal 油画街Oil Painting Street
南药健康产业园 South Herb Industrial Park 沉香 agilawood
军坡节 Junpo Festival 三月三March 3rd VA
Writing and Evaluation
Tunchang, located in the centre of Hainan Province, is one of the most attractive cities in Hainan. The climate is hot in summer and cold and dry in winter. In conclusion, Self-check Box Check the ( ) “√” or “×” I can: ( ) have a proper headline ( ) Apply “Hamburger Structure” ( ) Include items and expressions
Peer Review Checklist ( )1. Have a proper headline ( )2. Include newly learned items and expressions ( )3. Apply “Hamburger Structure” ( )4. Use other strategies to make an impressive introduction （ ）5. Attract the visitors
课题 Unit 3 Diverse Cultures Reading for Writing: Welcome to My Hometown
教师
语篇研读
主题语境：人与社会——文化的多样性 语篇类型：说明文——中国城的介绍。以语篇为依托来进行以读促写。 【What】 该板块的活动主题是“介绍一个有显著文化特征的地方”（Describe a place with distinctive cultural items）.它是带有旅游宣传性质的介绍性语篇，通过介绍中国城继续聚焦中国文化，选取了旧金山中国城最具代表性的内容，包括那里的居民构成、语言、历史、商品、饮食风味、人们的活动，展现了它作为中国文化展示中心的独特魅力。介绍中国城的目的主要是体现中国文化与美国多元文化的关系，它是美国多元文化的重要组成部分。 【Why】 了解中国文化，以及世界文化的多样性，感知多元文化的重要性，掌握如何用合理的篇章和结构去介绍一个城市，引导学生去发现家乡的独特文化特征，从而鼓励他们表达对家乡的热爱。 【How】 从文章的标题“Welcome to Chinatown !”可以看出，它是一篇带有旅游性质的介绍性语篇，文章客观而全面地描述了旧金山中国城的历史和现状。该语篇采用了“总分总”的写作结构，通过六个段落客观而全面介绍旧金山中国城的历史和现状，以及它的存在价值。第一段概述旧金山中国城的特点。主体部分的四个段落从不同角度带领读者了解旧金山的中国城。第二段介绍了中国城的起源，居民的构成和当地的主要语言。第三段继续讲述中国城的历史，并主要介绍了几个有特色的景点。第四段介绍了中国城的店铺类型及特色产品。第五段介绍中国城的的饮食特点。末段重申中国城存在的价值，即它是美国多元文化的重要组成部分，是游客亲身体验在中国传统文化的重要场所。
学情分析
本班学生基础一般，部分同学具备从一般难度的文本中提取主要信息的能力。但是表达能力有所欠缺，不太善于口头表达，对文中所提到的旧金山的Chinatown以及相关人文知识了解不多；对介绍家乡的一些关键信息把握不准，写作结构不清晰。利用直观的汉堡包结构对课文篇章结构的分析和主要信息的梳理，有利于帮助学生构建文章结构，理清思路。鼓励他们去寻找家乡的独特文化，以及更有效的语言输出。
教学目标
By theLearning ability：1. Get more inforBy the end of the class, ss will be able to: Understand the “Hamburger Structure”to introduce your hometown. Analyze the language features of the text by finding items and expressions. Apply the items and expressions you learned in your introduction. Write an introduction to your hometown.
教学重难点
Learning Focuses ： Understand the “Hamburger Structure”to introduce your hometown. Complete an introduction to your hometown. Learning Difficulties： Analyze the language features of the text by finding items and expressions. Make evaluation with the assistance of the checklists.
学习方法：任务学习；交际学习；情境体验学习；合作学习；过程性写作学习；批判学习；
学习资源：ppt; textbook; blackboard; handout; Seewo
教学过程：
Steps Teaching Activities Intentions Time
Show the learning objectives. To make ss be aware of the learning objectives of this class. 30’’
Lead in Activity1: Watch and Feel - to be a curious learner Show the video about Chinatown for the students. Ask them: What is the place in the video Do you know where is it To arouse their interests to explore Chinatown. 2’
Pre-writing
Pre-reading Activity2：Pre-reading -to be an observer From the headline and picture, we can know the passage is an to Chinatown. News report A popular science article An introduction to a place Learn about the style of the passage and prepare for reading passage. 1’
Fast-reading Activity3： Read for structure- to be a logical reader T ask ss to read the passage and divide it into 3parts, summarize the main idea of each part. Show a hamburger to ss, and guide them to combine the hamburger with the structure, then conclude the “hamburger structure” To know and identify the “Hamburger Structure”, and to observe, analyze and summarize the main idea. 5’
Careful-reading Activity 4：Read for language- to be a serious and analytical reader Read the passage again and figure out the items and underline the useful expressions in the Chinatown hamburger. To make ss focus on the language features to introduce places and learn about the details in Chinatown hamburger. 7’
Further-thinking 1.what does Chinatown mean to ethnic Chinese To those ethnic Chinese, Chinatown is not only ,but also 2.Which place is “a real taste of China” for you Let the students not only have a deep understanding of the unique culture of Chinatown, but also let the students think about the meaning of their hometown. Meanwhile, lay the foundation for the introduction of their hometown. 2’
Brainstorm Activity6 Brainstorm- to be an active thinker Now let’s make a Tunchang hamburger, what items and expressions will you put in it Let’s have a brainstorm. To make ss think actively and store more details for writing. brainstorm some items and expressions to put in their Tunchang hamburger. 5’
While-writing
Writing Activity6: Drafting- to be a good writer. Make your Tunchang hamburger with 2 items in the body part and newly learned expressions. Refer to the expressions and items about Tunchang in the writing backpack. After writing, have a self check and peer check with your group members, choose the best handwriting to present. To make ss gradually realize the internalization of language and culture., and apply what they learned to their writing. 9’
Self-check and peer-check Activity7: Self-editing and Peer-editing-to be a critical thinker After writing, have a self check and peer check with your group members, choose the best handwriting to present. Cultivate ss’ critical thinking by self-editing and peer-editing in groups according to the checklist. 1’
After-writing
Presentation Activity 6： Present your performance- to be a confident presenter and critical thinker Representatives from each groups share their introduction in class To offer ss chance to present their performance confidently and learn to appreciate other ss’ performance according to the checklist. 6’
Summary Summarize- to be a nice concluder T guides Ss to review the steps of introducing places. Summarize the writing techniques in introduction to places. 1’
Homework Homework: 1. Polish your writing based on what we have learnt in this class. 2. Explore other strategies to make your introduction impressive. Polish writing after class in order to promote our hometown better. 1’
板书设计 Book 3 Unit3 Diverse Cultures Reading for writing Welcome to Chinatown
持续评价 诊断性评价 过程性学习活动 总结性评价
学生是否了解美国唐人街多元文化 通过写作前的阅读活动，让学生了解美国的多元文化，并培养学生的文化自信。 学生通过语篇阅读对唐人街的多元文化有所了解，并通过进一步体会唐人街华裔的感受，联系到自己的家乡，树立文化自信和对家乡的热爱。
学生是否了解如何介绍自己的家乡 通过快读和细读，掌握介绍家乡的篇章结构和语言特点 学生掌握介绍家乡的篇章结构和语言特点。
学生是否了解介绍家乡的细节 课前材料收集和头脑风暴 学生掌握介绍家乡时的具体细节。
学生是否能够通过写前的准备，完成一篇对自己家乡的介绍。 学生在10分钟内完成介绍家乡的初稿。 绝大多数能够完成介绍家乡初稿的撰写。
学生是否能够在写后完成自评和同伴互评 学生在自评和互评中选出组内最佳作品在全班展示。 自评和互评中培养了学生的批判性思维，取长补短，完善自己的作品。
学生是否能够在全班同学面前展示自己小组的作品。 小组代表以创新的形式展示自己小组作品。 学生在欣赏和评价的同时，进一步内化了介绍家乡的写作方法。
学生是否能对本节课所学知识进行总结。 教师带领学生梳理本节课所学，有关如何介绍一个地方。 与家乡有关图片的视觉冲击。 学生在总结中再次梳理本节课重点，激发学生对家乡的热爱和文化自信。
学生是否在课后进一步润色自己的作品，完成对家乡的宣传。 布置作业，润色自己的作品，宣传家乡。 通过让学生宣传家乡，赋予写作真实性。
教学反思
Book3 Unit3 Diverse cultures
Reading for writing 学案
Learning objectives(学习目标)：
After the class, you will be able to:
Understand the “Hamburger Structure”(汉堡包结构) to introduce your hometown.
Apply the newly learned items（项目） and expressions（表达） in your introduction .
Write an introduction to your hometown.
Read for structure
Structure Para Main ideas
Part1(Beginning) A brief to Chinatown
Part2(Body) Of Chinatown
Part3(Ending) Of Chinatown
Para Items Useful Expressions
1 location In San Francisco
is mild all year round, meaning...
the biggest;the oldest; It’s a very popular tourist draw
2 history
Ethnic group
many of whom don’t speak English fluently
3
It has a long and famous history, with the author...
4 Business(stores)
5 Food
6 significance
Read for language
Further thinking
what does Chinatown mean to ethnic Chinese
To those ethnic Chinese, Chinatown is not only ,but also .
Which place is “a real taste of China” for you
Brainstorm：
Now let’s make a Tunchang hamburger ,what items and expressions will you put in it
Writing and Evaluation
Make your Tunchang hamburger with 2 items in the body part using newly learned expressions in this class.
Summary
六、Homework
Writing backpack（写作背囊）：
Vivid expressions
is located in/ lies in.....位于........
is the the most popular tourist draw that receives... 最受欢迎的旅游景点
is hot and rainy in summer, and cold and dry in winter夏季炎热多雨，冬季干冷
There are quite a lot of tourist attractions, including...有许多景点，包括....,
Visitors can also spend hours just exploring interesting sights and smells游客可以花费几个小时探索.....
a key site/ a must-see site/tourist draw重要的景点
all kinds of.../ a unique range of / varieties of各种各样的
historically,... what started as...then turned into... 在历史上，开始是......,后来变成.....
...took place there，which makes people...... ...在此发生，使人们........
What many tourists treasure most is..., with...to suit everyone’s taste/with... to satisfy/meet everyone’s need.许多游客最喜欢的是......，有...适合许多人口味/满足很多人的需求
is a must-see site for...., which offers a unique range of... 这里提供独特的..
the majority of residents in... are…, many of whom …大多数居民是......，许多....
is not only an important part of..., but allow …to experience... first hand.不仅是....，而且
Items About Tunchang
梦幻香山 Fantasy Xiangshan Tourism Zone 木色湖 Muse Lake
枫木鹿场 Fengmu Farm 卧龙山 Wolong Mountain
黑猪 Black pig 香草鸭 Herbal Duck
清补凉 Qing Bu Liang 苦瓜 Bitter melon
琼崖革命 Qiongya Revolution 黎苗族 li and Miao people
武术操 Martial Art 水晶Crystal 油画街Oil Painting Street
南药健康产业园 South Herb Industrial Park 沉香 agilawood
军坡节 Junpo Festival 三月三March 3rd VA
Writing and Evaluation
Tunchang, located in the centre of Hainan Province, is one of the most attractive cities in Hainan. The climate is hot in summer and cold and dry in winter. In conclusion, Self-check Box Check the ( ) “√” or “×” I can: ( ) have a proper headline ( ) Apply “Hamburger Structure” ( ) Include items and expressions
Peer Review Checklist ( )1. Have a proper headline ( )2. Include newly learned items and expressions ( )3. Apply “Hamburger Structure” ( )4. Use other strategies to make an impressive introduction （ ）5. Attract the visitors