人教版 (2019)必修 第三册Unit 3 Diverse Cultures教案

这是一份人教版 (2019)必修 第三册Unit 3 Diverse Cultures教案，共5页。

Perid 2 Reading and thinking
该板块的活动主题是“了解一个具有多元文化特点的城市”( Learn abut a city that has diverse cultures)。阅读文本是一则旅行日记。在日记中,中国学生 Li Lan记录了自己的加州之行,并主要介绍了在旧金山一天的行程和所见所闻,从最初对旧金山的城市建筑产生兴趣到逐渐体会到多元文化对这个城市方方面面的影响。课文中提到的教会区是旧金山历史最悠久的街区之一,该街区拥有很多餐馆和酒吧,生活在这里的主要是来自墨西哥和中美洲的移民。旧金山也是19世纪淘金热的中心地区,早期华工移民美国后多居住于此。现在,旧金山的华人总数在美国仅次于纽约。旧金山中国城是北美地区最古老的华人聚居区,也是美洲大陆中国元素最集中的地区之一。
1. Read a travel diary t learn abut the city f San Francisc, its cultural features, and the histry f Califrnia, and t experience the impact f multiculturalism n the United States;
2. By reading texts and understanding articles, we can understand mre abut the rt causes and scial backgrund f multiculturalism, braden ur internatinal perspective, and imprve ur cultural understanding and identificatin ability;
3. Guide the students t use the structure diagram t classify and rganize the text infrmatin, s as t grasp the structure f the article and the writer's writing lgic;
4. Understand the meaning f new wrds accrding t cntext, and master the usage f key wrds in specific cntext.
Imprtance:
1. Guide students t understand the multicultural characteristics f San Francisc and its causes;
2. Guide students t use structure diagrams t classify and rganize text infrmatin, s as t grasp the structure f the article and the writing lgic f the authr;
3. Master the usage f key wrds in specific cntexts.
Difficulties:
1. Guide students t use structure diagrams t classify and rganize text infrmatin, s as t grasp the structure f the article and the writing lgic f the authr;
2. Master the usage f key wrds in specific cntexts.
1. Read the text in advance and understand the meaning and usage f new wrds accrding t the cntext;
2. Read the text in advance t understand the structure f the article and the writer's writing ideas;
3. Cmplete relevant exercises in the guide plan in advance t further understand the text.
Step 1 Pre-reading
Activity 1
(1) Understand the gegraphical envirnment f the United States and its surrunding areas with the help f maps.On the map f activity 1, mark the fllwing places: the Mississippi River, the Rcky Muntains, the Pacific Ocean, the Atlantic Ocean, Canada, and Mexic.
(2)Fcus n Califrnia and San Francisc.Ask students t find Califrnia and San Francisc n the map and share sme backgrund infrmatin. Answer the questin "What d yu knw abut Califrnia r San Francisc?".
(3) Fcus n the reading text f this part.
A Chinese girl, Li Lan,has taken a trip there, and she wrte a travel jurnal.
What d yu think she might write abut in her jurnal?
Depending n the students' answers t the abve questins, teacher can peruse sme f the wrds in the text, fr example: a melting pt, gld rush.
Step 2 Careful-reading
Activity 2
(1) Speed reading and grasp the genre f discurse.Teachers can list several text types and ask students t determine which ne the text belngs t :diary, travel jurnal, news reprt, letter, persnal prfile, travel guide, etc.
(2)Read quickly t find the place names mentined in the passage and cmplete activity 2.
Teachers can als directly present the fllwing place names fr students t search in the text: San Francisc, the Redwd Frest, Napa Valley, the Glden Gate Bridge, the Missin District, Chinatwn, the Richmnd District, and let students find infrmatin related t these places.Such as:
*San Francisc: There are a lt f ld buildings, and many sit n tp f the big hills.
*the Redwd Frest: the writer camped there befre ging back t the city f San Francisc.
(3) Read the full text carefully, srt ut the writer's writing lgic and grasp the discurse structure.
(Para 1: Tday... ;Para3: n the afternn...;Para4: This 5: Tmrrw evening...)The secnd paragraph des nt give a specific time, but it can be inferred that this paragraph describes what the authr saw and heard after he arrived in San Francisc in the mrning.
Step 3 While-reading
Activity 3
(1)The student cmbed thrugh the authr's travels.Ask the students t read the full text carefully, select the key infrmatin in the text and present it with a structure diagram.Depending n their level f English, the teacher can ask the students t use the structure diagram in activity 3 r t create their wn structure diagram.
Befre cming t SF
In the mrning
In the afternn
In the evening
Tmrrw evening
(2)Read the text carefully and answer the questins in activity 4.The first three questins in activity 4 ask students t summarize the relevant infrmatin in the text, and the last questin asks students t dig int the tpic meaning f the text, that is, t analyze and explain the relatinship between the examples and the tpic.Teacher: Frm Li Lan's trip, what d yu think is her impressin f San Francisc r Califrnia?T guide students t understand the authr's pint f view and attitude.A student might say smething like this:
*She thinks there is a mix f cultures in the city/state.
*In her pinin, it is a culturally diverse city/state.
*She believes that peple frm diverse ethnic backgrunds have an influence n what the city state is like nw.
*She finds that cultural diversity shws in many aspects f the city/state.
(3)The teacher USES the mind map t present the examples fund by the students as fllws, and cnnects them with the thematic meaning t help the students srt ut the lgical thread f the article.
(4) Read the full text carefully and analyze the authr's emtinal attitude."Did Li Lan enjy her trip in San Francisc? Can yu find sme evidence t supprt yur idea?", then ask the students t cmplete the fllwing table and analyze the authr's thughts and feelings during the trip.
Step 4 Pst-reading
Activity 4
(1)Open discussin.Ask students t pay attentin t the prblems in activity 5 and discuss the tpic f cultural diversity based n their wn experience.If students are nt familiar with ther parts f the wrld where diverse cultures exist, they can share their familiar ethnic cultures, talk abut the diversity f Chinese culture, and further reflect n the significance and challenges f this phenmenn.Such as:
Benefits:
* Opprtunities t experience different cultures and custms。
*Persnal grwth(culture awareness, intercultural cmmunicatin, cperatin)
*Mre pen-minded sciety
*Exchange f innvative ideas
Challenges:
*Misunderstanding acrss languages and cultures
*Cnflicting values and lifestyles
*Uncnscius cultural biases
(2)Cnslidate key vcabulary.Ask the students t cmplete the exercises f activity 6 by themselves. Then ask them t check the answers with their partners.(The first language:Damage f the 1906 San Francisc earthquake and fire.A secnd language: Yunnan - ne f the mst diverse prvinces in China).
Step 5 Language pints
1. The teacher asks the students t read the text carefully, find ut the mre wrds and lng and difficult sentences in the text and draw lines, understand the use f vcabulary, and analyze the structure f lng and difficult sentences.
2. The teacher explains and summarizes the usage f cre vcabulary and asks the students t take ntes.
3. The teacher analyzes and explains the lng and difficult sentences that the students dn't understand, s that the students can understand them better.
Step 6 Hmewrk
1. Read the text again, in-depth understanding f the text;
2. Master the use f cre vcabulary and understand the lng and difficult sentences.
3. Cmplete relevant exercises in the guide plan.
通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；
通过本节内容学习，学生能否结合文本特点了解文章的结构和作者的写作逻辑；
通过本节内容学习，学生能否了解旧金山的城市风貌、文化特色，以及加利福尼亚州的历史，体会多元文化对美国的影响。