2021-2022学年高一下学期英语人教版（2019）必修3 Unit 3 Diverse Cultures（第2课时）教案-

Unit
3
DIVERSE
CULTURES
Reading
and
Thinking：San
Francisco
—
A
City
of
Diversity
第2课时
　　一、教学内容
　　本课重点为探究作者如何体验多元文化，并通过探讨省略句的语用功能理解作者在体验旧金山多元文化过程中其感受的变化。在此基础上讨论多元文化的利弊，从而训练学生的思维能力。
　　二、课时目标
　　1.
通过检索各段动词，探究发现多元文化的途径，总结多元文化理解的不同层次；
　　2.
通过寻找文中的省略句，理解省略句在此文本中的语用功能，理解作者体验多元文化过程中的情感变化；
　　3.
通过讨论多元文化带来的利弊，拓展文章主题，培养学生的分析、概括、评判等思维能力。
　　三、教学过程
　　Activity
1:
Reviewing
what
has
been
learned
about
San
Francisco
　　本活动旨在为落实目标1作铺垫。
　　1.Make
comments
on
the
students’
homework
　　Ask
students
to
work
in
groups
of
four
and
make
some
comments
on
four
pieces
of
the
chosen
homework
from
the
perspective
of
content,
language
and
structure.
　　【设计意图】
就教师所选的四份作业，学生四人一组，在内容、语言和结构上作出评价，一方面有利于学生对课文内容的进一步理解，另一方面培养学生的批判性思维能力。
　　2.Present
the
teacher’s
version
　　Ask
students
to
read
the
teacher’s
version
and
fill
in
the
blanks.
　　Within
one
day,
Li
Lan
experienced
the
_________
cultures
in
San
Francisco.
First,
she
visited
the
Mission
District,
where
she
experienced
___
_______
_____of
cultures.
Then,
she
visited
___
________
___________,
which
was
a
window
for
the
___________
changes
of
the
city.
Here,
Li
Lan
had
a
deeper
understanding
of
the
diverse
cultures
in
this
city
from
the
historical
perspective.
__________
was
the
last
place
she
visited
that
day.
It
is
a
place
where
__________
culture
can
be
fully
experienced.
What
a
meaningful
c__________
trip!
　　【设计意图】
学生在读教师版本的同时，完成填空，再次突出并强化三个地方所体现的文化多样性方面的特征。同时，引导学生关注整个段落的框架——总分总，逐渐建立语篇意识。
　　Activity
2:
Exploring
how
Li
Lan
discovered
the
diverse
cultures
in
San
Francisco
　　本活动旨在落实目标1。
　　1.Read
the
passage
and
underline
the
verbs
or
verb
phrases
　　Ask
students
to
read
the
passage
again
and
underline
the
verbs
or
verb
phrases
showing
Li
Lan’s
exploring
ways.
　　[设计意图]
学生通过再次细读文本，聚焦李兰体验多元文化的核心动词，在头脑中初步构建多元文化的体验方式，以此加深对文本的理解，并为接下来的生生讨论和师生讨论做好铺垫。
　　2.Share
what
has
been
underlined
in
pairs
　　Ask
students
to
work
in
pairs
and
share
what
they
have
found
in
the
passage.
　　[设计意图]
该环节为两人一组分享讨论阅读过程中已聚焦的核心动词，同伴之间进行意义协商，对之前所聚焦动词进行一定的修正，以此更准确地提炼各段要点，重构文本深层含义的框架。
　　3.Summarize
and
appreciate
together
　　Ask
five
students
to
present
the
verbs.
With
the
teacher’s
help,
students
have
a
deeper
understanding
of
the
exploring
ways
of
the
diverse
cultures.
　　Paragraph
1:
　　(1)
Can
you
find
any
verb
which
shows
how
Li
Lan
explored
the
whole
city?
　　Suggested
answer:
No,
but
I
can
find
“have
to
admit”.
　　(2)From
“have
to
admit”,
what
can
you
infer?
Does
Li
Lan
like
the
city
or
not?
　　Suggested
answer:
She
appreciated
the
city
very
much.
　　(3)So
actually
Paragragh
1
is
Li
Lan’s
general
impression
of
San
Francisco.
She
　　appreciated
the
whole
city
very
much.
　　Paragraph
2:
　　(1)
What
did
Li
Lan
do
in
the
Mission
District
to
explore
the
diverse
cultures?
　　suggested
answer:
By
walking
around,
looking
around
and
tasting,
Li
Lan
experienced
diverse
cultures
thoroughly
in
the
Mission
District.
　　(2)So
compared
to
the
general
impression
in
Paragraph
1,
the
experience
in
the
　　Mission
District
was
more
detailed
and
thorough.
　　Paragraph
3:
　　(1)
What
did
Li
Lan
do
in
the
local
museum
to
explore
the
diverse
cultures?
　　suggested
answer:
In
the
local
museum,
by
learning,
thinking
and
making
comments,
she
had
a
further
understanding
or
profound
insight
of
the
history
behind
the
diverse
cultures.
　　Paragraph
4:
　　(1)
What
did
Li
Lan
do
in
Chinatown
to
explore
the
diverse
cultures?
　　suggested
answer:
In
Chinatown,
by
selecting
and
comparing,
she
got
a
clearer
awareness
of
Chinese
culture
in
San
Francisco.
　　Paragraph
5:
　　(1)
What
would
Li
Lan
do
the
next
day?
　　suggested
answer:
Li
Lan
was
going
to
a
jazz
bar
to
explore
more
diverse
cultures
of
the
city.
　　[设计意图]
教师讲评环节旨在引导学生对文本内容进行总结、概括与提升，从而在全班达成意义共识：即李兰对旧金山多元文化的理解在不断加深，对多元文化的兴趣也越来越浓厚。
　　Activity
3:
Exploring
Li
Lan’s
feelings
during
the
cultural
trip
　　本活动旨在落实目标2。
　　1.Identify
Li
Lan’s
feeling
in
Paragraph
1
　　Students
and
the
teacher
work
together
to
find
out
how
Li
Lan
felt
by
understanding
the
elliptical
sentence
in
Paragraph
1.
　　Q1:
Can
you
find
any
sentence
in
Paragraph
1
which
shows
Li
Lan’s
feeling?
　　Q2:
What’s
special
about
this
sentence?
Is
it
a
complete
one?
　　Q3:
How
did
she
feel?
　　[设计意图]
引导学生细读第一段，找寻能体现李兰感受的句子，进一步关注到这是一个省略句，从而体会省略句的语用功能。教师这样的带读和逐步引导学生体会省略句所表达的含义，对后续学生独立找寻省略句并体会其含义做好了铺垫与引领。
　　2.Locate
the
remaining
elliptical
sentences
　　Ask
students
to
underline
all
the
elliptical
sentences
in
Paragraphs
2
to
5.
　　[设计意图]
学生细读文本第二至第五段，定位所有的省略句，为下一步梳理李兰在游览过程中的情感线变化做好准备。
　　3.Interpret
the
feelings
conveyed
by
the
elliptical
sentences
　　First
ask
students
to
work
in
pairs
and
try
to
interpret
the
feelings
hidden
behind
the
sentences.
Then
the
teacher
and
the
students
check
the
answers
together.
　　[设计意图]
师生一起在意义的探究中融入省略的语用知识，感知省略句的语言特征，体验省略句的交际功能。
　　4.Interpret
the
feeling
conveyed
in
Paragraph
3
　　First
ask
students
to
find
out
the
sentence
that
shows
Li
Lan’s
feeling
in
Paragraph
3.
By
understanding
the
sentence,
students
interpret
the
feelings
hidden
behind
the
sentence.
　　Q1:
Can
you
find
any
sentence
in
Paragraph
3
which
shows
Li
Lan’s
feeling?
　　Suggested
answer:
When
these
immigrants
left
their
countries,
they
carried
a
bit
of
home
in
their
hearts,
and
built
a
new
home
here.
　　Q2:
How
do
you
understand
“a
bit
of
home”
and
“a
new
home”?
　　Suggested
answer:
A
bit
of
home
means
their
customs,
habits,
language.
A
new
home
means
the
new
environment,
new
habits
and
the
new
language.
　　Q3:
How
do
you
understand
the
whole
sentence?
How
did
Li
Lan
feel?
　　Suggested
answer:
When
people
move
to
a
new
country,
undoubtedly
they
will
bring
their
original
customs
and
cultures
along,
for
these
are
their
roots.
After
settling
down
in
this
place,
they
will
adapt
themselves
to
the
new
cultures
and
gradually
mix
their
original
cultures
with
the
new
ones,
thus
starting
a
new
life
there.
It
is
about
keeping
your
original
cultures
and
customs
alive
as
well
as
accepting
the
new
ones.
Actually,
this
is
the
author’s
reflection
after
visiting
the
museum.
In
this
way,
the
author
shows
her
sincere
respect
for
the
immigrants
and
better
recognizes
the
importance
of
diverse
cultures.
　　[设计意图]
师生一起探讨该文本第四段中较难理解的最后一句话，在理解与诠释的过程中，可以清晰地捕捉到李兰参观博物馆时所流露出来的对移民们的尊敬之情。至此，李兰旧金山文化之旅的情感线梳理也就完整了。
　　Activity
4:
Exploring
the
positive
and
negative
effects
diverse
cultures
may
bring
to
a
place
　　本活动旨在落实目标3。
　　1.Talk
about
the
benefits
that
immigrants
brought
to
San
Francisco
　　Ask
students
to
discuss
in
groups
of
four
and
explore
the
positive
effects
diverse
cultures
may
bring
to
a
place.
　　Q:
What
benefits
did
immigrants
bring
to
the
city?
　　Suggested
answer:
made
San
Francisco
quickly
become
a
big
city;
used
to
be
a
poor
area
but
is
now
a
center
for
…
;
opened
up
shops
and
restaurants;
worked
on
the
farm;
built
the
railway...
　　[设计意图]
基于文本中的信息，四人一组归纳、整理多元文化对一所城市所带来的的有利因素，学会用尊重、包容和接纳的态度去看待多元文化。
　　2.Talk
about
the
possible
negative
effects
that
immigrants
brought
to
San
Francisco
　　Ask
students
to
discuss
in
groups
of
four
and
explore
the
negative
effects
diverse
cultures
may
bring
to
a
place.
　　Q:
What
benefits
did
immigrants
bring
to
the
city?
　　Suggested
answer:
made
San
Francisco
more
crowded;
made
the
city
less
safe
and
less
stable;
lacked
enough
job
opportunities...
　　[设计意图]
四人一组为单位，讨论多元文化对一个地方可能带来的负面影响，在此过程中，对多元文化有更深入、更全面的理解并形成自己的观点。
　　3.Draw
a
conclusion
　　Every
coin
has
two
sides.
What
we
need
to
do
is
to
make
full
use
of
the
positive
effects
and
reduce
the
negative
effects
that
diverse
cultures
bring
to
us.
　　[设计意图]在讨论多元文化的积极影响和消极影响的基础上，师生一起探讨、总结对待多元文化的态度。引导学生学会辩证地、一分为二地看待问题。
　　Assignment
　　Introduce
a
place
that
has
diverse
cultures.
Your
introduction
may
include
the
following
aspects:
　　1.
What
diverse
cultures
did
you
experience
there?
　　2.
How
did
you
discover
the
diverse
cultures
and
how
did
you
feel?
　　3.
What
benefits
and
challenges
do
the
diverse
cultures
bring
to
that
place?
　　The
teacher’s
version:
　　In
my
opinion,
Jinhua,
which
lies
in
the
middle
of
Zhejiang
province,
is
a
place
of
diverse
cultures.
　　The
following
three
aspects
contribute
to
its
diverse
cultures.
Firstly,
Zhejiang
Normal
University
is
located
in
Jinhua.
Therefore,
people
all
over
the
country
and
even
all
over
the
world
come
to
the
university
to
receive
education
or
to
work
here,
bringing
languages,
customs
and
diets
of
their
hometowns.
So,
if
you
walk
around
the
market
near
the
university,
you
may
find
people
of
different
colors
talking
with
each
other
in
Jinhua
dialects,
Mandarin
Chinese,
English,
French,
Russian
or
even
Korean.
Besides,
Jinhua
is
located
in
the
middle
of
Zhejiang
Province,
with
Yi
Wu
as
part
of
the
region,
which
is
the
world’s
largest
commodity
distribution
center.
With
ever-increasing
trade,
business
people
all
over
the
world
come
to
Jinhua
to
do
business,
making
the
prosperity
of
western
restaurants
and
hotels.
You
may
find
many
doormen
are
foreigners
from
the
Middle
East
in
some
of
the
hotels
in
Jinhua.
Finally,
Jinhua
is
famous
for
its
film
and
television
base—Hengdian.
Film
stars,
directors
and
other
celebrities
crowd
in
to
shoot
movies
and
TV
series,
making
the
tourism
boom
year
by
year
in
Jinhua.
　　While
all
these
contribute
to
the
development
of
the
city,
the
fast-paced
lifestyle
may
influence
the
local
culture.
Sometimes
people
are
too
busy
to
observe
the
traditional
festivals
and
preserve
their
own
lifestyles.
For
example,
the
young
generation
prefer
to
speak
mandarin
both
at
school
and
at
home,
some
even
failing
to
speak
their
local
dialects.
Also,
more
skyscrapers
are
built
to
meet
the
demands
of
the
fast-growing
population,
making
house
prices
too
high
for
local
people.
During
holidays,
young
people
are
eager
to
rush
to
Hengdian
to
meet
their
idols
while
the
old
prefer
to
stay
in
the
countryside
and
enjoy
the
local
Wu
(婺)
opera.
Anyway,
Jinhua
is
a
dynamic
city
with
different
cultures
integrating
with
each
other.