Unit3DiverseCulturesReadingandThinking教學(xué)設(shè)計(jì)高中英語(yǔ)人教版

必修三Unit3:DiverseCulturesReading&Thinking教學(xué)設(shè)計(jì)授課教師學(xué)科英語(yǔ)授課時(shí)間授課班級(jí)單元名稱必修三Unit3:DiverseCultures本節(jié)課時(shí)單元第1節(jié)本節(jié)課題Reading&Thinking:ACitywithDiverseCultures課型閱讀課文本分析【W(wǎng)hat】本單元閱讀語(yǔ)篇為旅行日志，聚焦來(lái)自中國(guó)的李蘭于美國(guó)舊金山旅行的一日見聞。舊金山作為美國(guó)西海岸第二大城市，匯聚了來(lái)自世界各地不同的民族與文化，是一座多元文化之城。文章以李蘭的第一人稱視角走進(jìn)舊金山的大街小巷，展現(xiàn)出多元文化和諧相處、欣欣向榮的景象?！網(wǎng)hy】本文體裁為旅行日志，以作者第一視角展現(xiàn)了在舊金山游覽一天的經(jīng)歷見聞，之中穿插作者所思所想，拉近與讀者的距離，更容易讓讀者體會(huì)多元文化的和諧與奧妙。【How】本文結(jié)構(gòu)清晰，要點(diǎn)明確。作者以第一人稱視角為導(dǎo)向，采用了豐富且日常的文風(fēng)，很容易讓讀者產(chǎn)生共情、身臨其境感受多元文化的碰撞與交融；在行文順序上，采用了清晰的時(shí)間順序，按照作者的旅行計(jì)劃，一步步將舊金山的歷史、文化向讀者揭示出來(lái)，層層遞進(jìn)、發(fā)人深省。學(xué)情分析本班學(xué)生學(xué)習(xí)態(tài)度認(rèn)真，學(xué)習(xí)熱情高。大部分同學(xué)已基本具備在閱讀中獲取細(xì)節(jié)信息的能力，少部分同學(xué)能用英語(yǔ)自如地表達(dá)觀點(diǎn)。但大部分學(xué)生在理解和整合知識(shí)、邏輯推理和分析論證觀點(diǎn)、批判評(píng)價(jià)方面處于較簡(jiǎn)單的水平。本單元主題為多元文化探索，意在培養(yǎng)學(xué)生正確面對(duì)多元文化的意識(shí)，梳理尊重、平等、包容的文化理念。經(jīng)過前幾節(jié)課聽、說(shuō)、讀的鋪墊，學(xué)生積累了一定的表達(dá)，對(duì)舊金山這座城市以及多元文化有了初步認(rèn)知。教學(xué)目標(biāo)與核心素養(yǎng)Bytheendoftheclass,studentswillbeabletobrowseandorganizeLiLan'sobservationsandinsightsduringherdayinSanFrancisco,andexperiencethecharmofmulticulturalismthroughthefirstpersonperspectiveofthearticle;prehendthereinforcementofemotionsbyspecialsentencestructuresbasedonthegraspofspecialexpressions(suchasexclamationsentences)inthearticle;connectpersonallifeandreflectontheopportunitiesandchallengesbroughtbymulticulturalismthinkabouthowtoturnchallengesintoopportunitiesandimprovepersonalqualitiesbyadebate重難點(diǎn)Mastertheusageofkeywordsandphrases.Improvethestudents’abilitytoclassifyandorganizeinformation.Enablethestudentstounderstandthebenefitsandchallengesofculturaldiversity.教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖DailyroutineStep1WarmupTheteachergreetsthewholeclassasusual.Activatestudentsandremindthemtoconcentrate.LeadinStep2Q&A1.Beforeclass,theteachershowsthemapofUnitedStatesandasksthefollowingquestion:Lookatthepicture,doyouknowwhichcountryitis?ThentheteacherpresentssomepicturesaboutSanFranciscoandaskstudentsanotherquestion:Whichcityisit?Thestudentstrytoguesswhatthecityis.TheteachershowthemapofSanFranciscoandleadthestudentstolearnaboutitbythemapandfilltheblanksFollowtheleadingoftheteacherandtrytoanswerthequestions.Useimagemediatostimulatestudents'thinkingonthethemeofthearticle,andintroducingtheconceptofamulticulturalcity.Studentsestablishapreliminaryunderstandingofmulticulturalismthroughanalogyandreflectionontheculturalbackgroundknowledgeinputinthefirstfewsectionsoftheunit.Step3VideotimeTheteacherplayashortvideoabouttheintroductionofSanFranciscoandaskstudentslookatthevideocarefullyandanswerthequestion:Whatcanyouseeinthevideo?ShowthepicturesinthevideoandleadstudentstospeaktheEnglishofthemandmakeaconclusion:SanFranciscoisadiversecity.Watchthevideoandthinkaboutit.ReadingStep4PrereadingTask1:AskstudentstoscanthepassagetofindthedateandleadthestudentstorecognizethetexttypeofthepassageAtraveljournalFindoutthekeyinformationofthetraveljournalsuchastime,locationandactivitiesinordertograspthemainstructure.Studentscanmobilizethepastknowledgeandidentifyliterarystylesbyreadingdatesandparagraphtopicsentences.Step5Whilereading1.Task2:Preparetwoquestionsforthestudents:①Howtheauthordevelopsthepassage?②HowmanyplacesthatLiLanhasbeentoandplanstovisit?ShowthepictureofLiLan`stravelroute.2.Task3：Carefulreading①Leadthestudentstolookatthepicturesandfillintheblanks.②Designsomequestionsofeveryparagraphy:What'sLiLan'sfirstimpressionofSanFrancisco?(Para.1)WherearepeoplelivingintheMissionDistrictfrom?(Para.2)Whatinfluencedthe“MissionSchool”？(Para.2)Whatfoodcouldbefoundinafoodtruck?(Para.2)WhomadeagreatcontributiontobuildingAmerica?(Para.3)DidLiLanhavemanygoodcafésandrestaurantstochoosefrominChinatown?(Para4)3.Leadthestudentstoreviewandsummary.Readandorganizekeyinformationfollowingtheorderoftimeandfinishandtasks.Studentscanlearnthebasicsofthetextandimprovestudents’skimmingskillandhelpstudentsbetterunderstandthedetailsinthispassage.PostreadingStep6Providetheopinionsofdebate:Whatarethebenefitsandchallengesofculturaldiversity?DiscussanddebateBroadenstudents`knowledgeandimp