2021-2022学年高一下学期英语人教版（2019）必修3 Unit 3 Diverse Cultures（第1课时）教案-

Unit
3
DIVERSE
CULTURES
Reading
and
Thinking：San
Francisco
—
A
City
of
Diversity
第1课时
　　一、教学内容
　　本课重点在于理清旅行日记的文体特征；以时间轴和空间轴为基础，梳理文本的浅层信息，即旧金山多元文化的体现和历史成因，初步了解旧金山的多元文化。
　　二、课时目标
　　1.通过快速阅读全文，注意到旅行日记的独特格式，明确旅行日记的文本特征。
　　2.通过检索时间空间关键词、完成笔记摘抄，理清文章结构。
　　3.通过在教会区探寻饮食艺术文化、在博物馆追溯城市文化的历史成因、在唐人街体验祖国文化，初步了解旧金山的多元文化。
　　三、教学过程
　　Activity
1:
Activating
the
background
knowledge
related
to
the
topic
“diverse
cultures”
　　本活动旨在为落实目标1作铺垫。
　　1.Talk
about
culture
　　Ask
students
to
work
in
pairs
about
the
following
two
questions:
　　Q1:
Can
you
find
one
thing
that
represents
Chinese
culture
in
our
classroom?
　　Q2:
Can
you
find
one
thing
that
represents
western
cultures
in
our
classroom?
　　【设计意图】
学生两人一组找寻教室内可代表中国文化和西方文化的物品，并用英语表达，以此引出文化这个话题，同时激活相关话题语言。
　　2.Talk
about
diverse
cultures
　　Ask
students
to
work
in
pairs
about
the
following
two
questions:
　　Q1:
Can
you
find
one
thing
that
can
represent
both
Chinese
culture
and
western
cultures
in
your
daily
life?
　　Q2:
Do
you
know
any
place
where
diverse
cultures
are
mixed?
　　【设计意图】从学生两人一组找寻可分别代表中国文化和西方文化的物品，过渡到找寻一个兼具中国文化元素和西方文化元素的物品，引出文化融合的概念，自然引出单元话题“多元文化”。此后引导学生思考某个具有多元文化的地方，自然引出文章主题“一座多元文化之城”。整个过程既是话题的步步接近，又是话题词汇的逐步铺垫。
　　3.Identify
the
city
with
diverse
cultures
mentioned
in
the
passage
　　Ask
students
to
look
at
the
map,
the
two
pictures
and
the
first
sentence
of
the
passage
and
identify
what
city
is
mentioned
in
this
passage.
　　Q:
What
city
is
talked
about
in
this
passage?
　　【设计意图】通过浏览地图、两幅图片和文章第一句话，确定文章的聚焦对象为旧金山，为阅读做好准备。
　　Activity
2:
Reading
for
the
general
information
of
the
travel
journal
　　本活动旨在落实目标1和目标2。
　　1.Get
familiar
with
the
format
of
a
travel
journal
　　Ask
students
to
look
at
the
layout
of
the
passage
and
answer
the
following
two
questions.
　　Q1:
What
is
the
writing
style
of
the
passage?
How
do
you
know?
　　Q2:
Who
wrote
it?
　　【设计意图】学生通过观察，发现该文本在布局上与其它文本的两大不同之处：一是整个文本被放在活页笔记本上；二是文本右上方出现了日期。细心的学生还能发现该文本用第一人称撰写。根据这些特点，学生可以判断此文本为旅行日志。在此基础上引导学生快速找出作者为中国游客李兰。至此，学生脑海中大致可以推断该文是李兰写的多元文化之城旧金山之旅。
　　2.Find
out
the
timeline
and
the
places
visited
by
Li
Lan
　　Ask
students
to
find
out
the
time
and
the
places
mentioned
and
take
notes
with
the
help
of
the
following
table.
　　【设计意图】快速阅读的过程中，检索该旅行日志中的时间线索词和空间线索词并做笔记，以此明了旅行日志一般按照时间顺序和空间转移顺序展开叙述，并梳理了该文本的基本写作框架。
　　3.Use
one
sentence
to
summarize
Li
Lan’s
traveling
route
in
San
Francisco
　　Ask
students
to
work
in
pairs
and
use
one
sentence
to
summarize
Li
Lan’s
traveling
route.
　　Suggested
answer:
Li
Lan
visited
the
Mission
District,
a
local
museum
and
Chinatown
in
San
Francisco
within
one
day.
　　【设计意图】
学生两人一组，用一句话初步描述李兰一天之内参观的三个点，为后续的深入阅读和深入阅读后的进一步概括做好铺垫，以此引导学生逐步了解旧金山。
　　Activity
3:
Reading
for
the
detailed
information
of
San
Francisco
　　本活动旨在落实目标3。
　　1.Read
for
detailed
information
of
the
Mission
District
　　Ask
students
to
read
Paragraph
2
carefully
and
answer
the
following
three
questions.
　　Q1:
Which
expression
in
Paragraph
2
can
best
show
the
diverse
cultures
of
the
Mission
District?
　　Suggested
answer:
a
real
mix
of
cultures.
　　Q2:
What
examples
are
listed?
　　Suggested
answer:
Many
of
the
people
living
here
are
from
Mexico
or
Central
America;?
graffiti
and
comic;
Mexican-Chinese
noodles.
　　Q3:
So
what
culture
forms
are
mixed
in
this
place?
　　Suggested
answer:
races,
arts
and
food.
　　【设计意图】
学生细读本段并找出可以提炼教会区多元文化的表达：a
real
mix
of
cultures。而后，学生两人一组找寻多元文化的体现。在此基础上，提炼教会区多元文化体现于种族多样化、艺术表现形式多样化和食物多样化。这是一个先用文中表达概括，再用文中具体信息支撑，最后用自己语言概括文化多样性表现形式的过程，是信息的提炼与再加工的过程。
　　2.Read
for
detailed
information
of
the
local
museum
　　Ask
students
to
read
Paragraph
3
carefully
and
explore
the
following
four
questions.
　　Q1:
Why
did
Li
Lan
choose
the
local
museum
as
her
next
stop?
　　Suggested
answer:
It
is
a
place
that
showed
the
historical
changes
in
California.
　　Q2:
What
are
the
historical
changes?
　　Suggested
answer:
America
got
California
from
Mexico;
the
gold
discovery
near
San
Francisco
led
to
people
from
all
over
the
world
going
there,
including
many
Chinese;
immigrants
earned
a
living
by
doing
various
jobs;
they
built
their
homes
there.
　　Q3:
Did
the
historical
changes
lead
to
diverse
cultures
of
San
Francisco?
How?
　　Suggested
answer:
Yes.
People
around
the
world
went
to
San
Francisco
to
seek
their
fortune
and
many
stayed
there
from
then
on,
thus
contributing
to
the
diverse
cultures
there.
　　Q3:
What
did
the
Chinese
do
there
to
earn
a
living?
　　Suggested
answer:
Some
opened
up
shops
and
restaurants;
some
found
jobs
on
farms,
joined
the
gold
rush,
or
went
to
build
the
railway.
　　【设计意图】
从探究“李兰为何选择博物馆作为她游览的第二站”这个问题开始，引导学生逐步明白旧金山的多元文化并非一朝一夕之内形成，而是有其历史背景及原因。如果说在教会区李兰体会到的是横向的多元文化，那么她的博物馆之旅则是纵向的文化感知与体验。本段的设计重点在于通过问题链，引导学生了解旧金山多元文化的历史成因及意义，同时初步感受中国移民们在淘金热时期生活之艰难。
　　3.Read
for
detailed
information
of
Chinatown
　　Ask
students
to
read
Paragraph
4
carefully
and
answer
the
following
two
questions.
　　Q1:
What
did
Li
Lan
find
in
Chinatown?
　　Q2:
Compared
with
the
life
during
the
gold
rush,
what
kind
of
life
do
the
Chinese
live
in
San
Francisco
now?
　　Suggested
answer:
During
the
gold
rush,
the
Chinese
people
struggled
to
make
a
living
while
now
they
may
live
a
better
life
and
can
even
spread
Chinese
culture
there.
　　【设计意图】细读本段并找出李兰在唐人街的所见，在此基础上推测中国移民现在在旧金山的生活与淘金热时期生活的差异，感知移民们从struggle
to
survive到struggle
to
thrive的转变。
　　Activity
4:
Summarizing
the
cultural
trip
in
San
Francisco
　　本活动旨在为落实目标3。
　　1.Work
in
groups
of
four
and
summarize
the
cultural
trip
in
three
different
places
in
San
Francisco
　　Ask
the
students
to
work
in
groups
of
four
and
summarize
the
whole
journey
again
by
adding
some
detailed
information
of
the
three
places.
　　Suggested
answer:
First,
she
visited
the
Mission
District,
where
she
experienced
a
real
mix
of
cultures.
Then,
she
visited
a
local
museum,
which
was
a
window
for
the
historical
changes
of
the
city.
Here,
Li
Lan
had
a
deeper
understanding
of
the
diverse
cultures
in
this
city
from
the
historical
perspective.
Chinatown
was
the
last
place
she
visited
that
day.
It
is
a
place
where
Chinese
culture
is
displayed.
　　【设计意图】
学生四人一组，进一步归纳李兰的旧金山多元文化体验之旅。引导学生按照时间顺序表达清楚一天的旅程，同时概括清楚三个地点的文化多样性的体现，是对初读文章后一句话概括的进一步深化，同时为本节课的作业做好铺垫。
　　Assignment
　　Polish
the
summary
which
has
been
discussed
at
the
end
of
the
class.
　　【设计意图】一方面帮助学生巩固旅行日志中提到的不同地方，强化主题语言；另一方面引导学生对多元文化的体现有更深的记忆和理解。同时本作业也将成为第二课时的导入。
　　A
possible
version:
　　Within
one
day,
Li
Lan
experienced
the
diverse
cultures
in
San
Francisco.
First,
she
visited
the
Mission
District,
where
she
experienced
a
real
mix
of
cultures.
Then,
she
visited
a
local
museum,
which
was
a
window
for
the
historical
changes
of
the
city.
Here,
Li
Lan
had
a
deeper
understanding
of
the
diverse
cultures
in
this
city
from
the
historical
perspective.
Chinatown
was
the
last
place
she
visited
that
day.
It
is
a
place
where
Chinese
culture
is
displayed.
It
is
really
a
cultural
trip!?