高中英語必修三 3.2 Reading and Thinking 教學(xué)設(shè)計

1、普通高中英語（2019版）必修第三冊 Unit 3 Diverse Cultures 教學(xué)設(shè)計Period 2 Reading and thinking該板塊的活動主題是“了解一個具有多元文化特點的城市”( Learn about a city that has diverse cultures)。閱讀文本是一則旅行日記。在日記中,中國學(xué)生 Li Lan記錄了自己的加州之行,并主要介紹了在舊金山一天的行程和所見所聞,從最初對舊金山的城市建筑產(chǎn)生興趣到逐漸體會到多元文化對這個城市方方面面的影響。課文中提到的教會區(qū)是舊金山歷史最悠久的街區(qū)之一,該街區(qū)擁有很多餐館和酒吧,生活在這里的主要是來自墨西哥

2、和中美洲的移民。舊金山也是19世紀(jì)淘金熱的中心地區(qū),早期華工移民美國后多居住于此?，F(xiàn)在,舊金山的華人總數(shù)在美國僅次于紐約。舊金山中國城是北美地區(qū)最古老的華人聚居區(qū),也是美洲大陸中國元素最集中的地區(qū)之一。1. Read a travel diary to learn about the city of San Francisco, its cultural features, and the history of California, and to experience the impact of multiculturalism on the United States;2. By read

3、ing texts and understanding articles, we can understand more about the root causes and social background of multiculturalism, broaden our international perspective, and improve our cultural understanding and identification ability;3. Guide the students to use the structure diagram to classify and or

4、ganize the text information, so as to grasp the structure of the article and the writers writing logic;4. Understand the meaning of new words according to context, and master the usage of key words in specific context.Importance:1. Guide students to understand the multicultural characteristics of Sa

5、n Francisco and its causes;2. Guide students to use structure diagrams to classify and organize text information, so as to grasp the structure of the article and the writing logic of the author;3. Master the usage of key words in specific contexts.Difficulties:1. Guide students to use structure diag

6、rams to classify and organize text information, so as to grasp the structure of the article and the writing logic of the author;2. Master the usage of key words in specific contexts.1. Read the text in advance and understand the meaning and usage of new words according to the context;2. Read the tex

7、t in advance to understand the structure of the article and the writers writing ideas;3. Complete relevant exercises in the guide plan in advance to further understand the text.Step 1 Pre-readingActivity 1(1) Understand the geographical environment of the United States and its surrounding areas with

8、 the help of maps.On the map of activity 1, mark the following places: the Mississippi River, the Rocky Mountains, the Pacific Ocean, the Atlantic Ocean, Canada, and Mexico.(2)Focus on California and San Francisco.Ask students to find California and San Francisco on the map and share some background

9、 information. Answer the question What do you know about California or San Francisco?.(3) Focus on the reading text of this part.A Chinese girl, Li Lan,has taken a trip there, and she wrote a travel journal. What do you think she might write about in her journal?Depending on the students answers to

10、the above questions, teacher can peruse some of the words in the text, for example: a melting pot, gold rush.Step 2 Careful-readingActivity 2(1) Speed reading and grasp the genre of discourse.Teachers can list several text types and ask students to determine which one the text belongs to :diary, tra

11、vel journal, news report, letter, personal profile, travel guide, etc.(2)Read quickly to find the place names mentioned in the passage and complete activity 2.Teachers can also directly present the following place names for students to search in the text: San Francisco, the Redwood Forest, Napa Vall

12、ey, the Golden Gate Bridge, the Mission District, Chinatown, the Richmond District, and let students find information related to these places.Such as:*San Francisco: There are a lot of old buildings, and many sit on top of the big hills.*the Redwood Forest: the writer camped there before going back

13、to the city of San Francisco.(3) Read the full text carefully, sort out the writers writing logic and grasp the discourse structure.(Para 1: Today. ;Para3: n the afternoon.;Para4: This evening.Para 5: Tomorrow evening.)The second paragraph does not give a specific time, but it can be inferred that t

14、his paragraph describes what the author saw and heard after he arrived in San Francisco in the morning.Step 3 While-readingActivity 3(1)The student combed through the authors travels.Ask the students to read the full text carefully, select the key information in the text and present it with a struct

15、ure diagram.Depending on their level of English, the teacher can ask the students to use the structure diagram in activity 3 or to create their own structure diagram.Before coming to SFIn the morningIn the afternoonIn the eveningTomorrow evening(2)Read the text carefully and answer the questions in

16、activity 4.The first three questions in activity 4 ask students to summarize the relevant information in the text, and the last question asks students to dig into the topic meaning of the text, that is, to analyze and explain the relationship between the examples and the topic.Teacher: From Li Lans

17、trip, what do you think is her impression of San Francisco or California?To guide students to understand the authors point of view and attitude.A student might say something like this:*She thinks there is a mix of cultures in the city/state.*In her opinion, it is a culturally diverse city/state. *Sh

18、e believes that people from diverse ethnic backgrounds have an influence on what the city state is like now.*She finds that cultural diversity shows in many aspects of the city/state.(3)The teacher USES the mind map to present the examples found by the students as follows, and connects them with the

19、 thematic meaning to help the students sort out the logical thread of the article.(4) Read the full text carefully and analyze the authors emotional attitude.Did Li Lan enjoy her trip in San Francisco? Can you find some evidence to support your idea?, then ask the students to complete the following

20、table and analyze the authors thoughts and feelings during the trip.Step 4 Post-readingActivity 4(1)Open discussion.Ask students to pay attention to the problems in activity 5 and discuss the topic of cultural diversity based on their own experience.If students are not familiar with other parts of t

21、he world where diverse cultures exist, they can share their familiar ethnic cultures, talk about the diversity of Chinese culture, and further reflect on the significance and challenges of this phenomenon.Such as:Benefits:*Opportunitiestoexperiencedifferentculturesandcustoms。*Personalgrowth(culturea

22、wareness,interculturalcommunication,cooperation)*Moreopen-mindedsociety*ExchangeofinnovativeideasChallenges:*Misunderstandingacrosslanguagesandcultures*Conflicting values and lifestyles*Unconscious cultural biases(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully,