高中英语人教版 (2019)必修 第三册Unit 3 Diverse Cultures教学设计

这是一份高中英语人教版 (2019)必修 第三册Unit 3 Diverse Cultures教学设计，共5页。
Perid 4 Reading fr writing
该板块的活动主题是“介绍一个有显著文化特征的地方”( Describe a place with distinctive cultural identity)。该板块通过介绍中国城继续聚焦中国文化。本单元主题图呈现的是旧金山中国城的典型景象, Reading and Thinking部分也提到中国城,为该板块作铺垫。介绍中国城的目的主要是体现中国文化与美国多元文化的关系,它是美国多元文化的重要组成部分。中国城也是海外华人的精神家园和传播中国文化的重要窗口,外国人在中国城能近距离体验中国文化。
1. Read the text t understand the cultural characteristics f Chinatwn in San Francisc and the relatinship between Chinese culture and American multiculturalism;
2. Thrugh reading, learn t cmb the main infrmatin f the article, understand the authr's writing purpse and writing characteristics;
3. Learn t give a cmprehensive, accurate, and rganized descriptin f the city r twn yu live in;Learn t revise and evaluate yur writing.
Imprtance:
1. Guide the students t read the intrductin f Chinatwn in San Francisc and grasp its writing characteristics;
2. Guide students t intrduce their city r twn in a cmprehensive, accurate and rganized way;
3. Learn t cmb the main infrmatin f the article, understand the authr's writing purpse, and master the cre vcabulary.
Difficulties:
1. Guide the students t read the intrductin f Chinatwn in San Francisc and grasp its writing characteristics;
2. Guide students t intrduce their city r twn in a cmprehensive, accurate and rganized way;
1. Read the text in advance accrding t the sequence f activities designed by the text, and understand the meaning f the new wrds accrding t the cntext;
2. Grasp the general idea, genre and purpse f the article, and grasp the main infrmatin f the article;
3. Understand the fur steps in the writing prcess and clarify yur writing ideas.
Step 1 Learning new wrds
The teacher shws the pictures r uses the stick figure t draw the new wrds r phrases in the teaching text: climate, mild, settle, cnstructin, material, suit, item, cntain, neat, tai chi, clthing, herbal.
Step 2 Reading
Activity 1
1.Read the full text quickly t grasp the general idea, genre and purpse f the article.Teacher asks:
Wh are the target readers?
What is the writer's purpse f writing this text?
2.Let the students think.Guide students in reading the wrd pay attentin t the frequent visitr and ther wrds related t turism, turist visit, experience, site.
3.Guide the students t grasp the main idea f the passage thrugh the tpic sentence in the reading.
Paragraph 1: It is a very ppular turist draw that receives mre visitrs each year than even the Glden Gate Bridge…meaning it is always a gd time t visit.
Paragraph 2: This allws visitrs t experience a real taste f China.
Paragraph 3: Traditinally, visitrs enter Chinatwn…Other famus sites include … Visitrs can als… a key site…
Paragraph4: … visitrs can taste and buy…
Paragraph 5: But perhaps what many turists and San Franciscans treasure mst…
Paragraph 6: They allw visitrs…t…
Activity 2
Read the full text quickly, grasp the key infrmatin f the article, and answer the questins in activity 1.
①What are the famus turist sites in the Chinatwn f San Francisc?
②What else can yu d there?
The requirements f student brwsing activity 1 and the tw questins clearly define the key infrmatin t be btained frm the text: the famus scenic spts in Chinatwn and what can be dne in additin t brwsing scenic spts.
Teachers can ask students t use the scanning strategy t find the answer. Fr example, prper nuns f the place are capitalized t indicate that the activity is mstly a phrasal verb.
Step 3 Analyzing article structure
Activity 3
Read the full text, grasp the structure f the article.
The teacher guides the students t cmplete the fllwing table, helps the students t analyze the paragraphs f the article, summarizes the general idea f each part, and srts ut the relevant details.
Welcme t Chinatwn
Intrductin
Bdy
Summary
shrt intrductin t San Francisc Chinatwn
imprtance f Chinatwn
What yu can find and d in the San Francisc Chinatwn
lcatin,________, _________
________ culture
histry,________, ________,_______
________, _________
_______and_______
__________
Step 4 Understanding
Activity 4
1.Fcus n the theme f the text and writing ideas.First, the teacher raises questins fr the students t discuss in grups.
①What is the theme f this passage?
②What des the writer want t shw us in this passage?
③What examples des the writer use t supprt this idea
2.The teacher guides the students t think abut the internal lgic f the article and find the wrds that embdy the meaning f the tpic.Such as: a center fr Chinese culture, a real taste f China sights, smells, and sunds f China, traditinal Chinese culture in real life.
3.T understand that the authr aims t highlight the typical Chinese cultural characteristics f Chinatwn in San Francisc and demnstrate its unique existence in the multicultural America, the details selected by the authr are therefre supprting this theme.
4.Evaluate the text.Ask the students t evaluate the reading text and remind them t refer t the evaluatin frm in the third part f activity 3. Analyze the text ne by ne accrding t the listed criteria and try t write cmments.
Step 5 Writing task
Activity 5
Have students brainstrm abut their hmetwn:
①What is unique abut yur city/twn?
②Is it a city/twn with diverse cultures?
③What examples can yu give t illustrate its unique feature?
Remind students t write dwn valuable ideas during the discussin.Finally, ask the students t discuss hw t rganize the infrmatin, build a structure, and write a simple utline.
Guide the students t learn the language f the city r twn prvided in the secnd step f Activity 3.Teacher can prvide key wrds first, let students say the crrespnding sentence pattern and expressin, such as: lcatin→→ be lcated in/n…. histry-has a histry f…. years,etc.
In additin, teachers can add mre relevant expressins fr students, such as lie in, in/n/t the cast/west/nrth/suth f, at the ft f, be surrunded by, be knwn fr, be rich in, and sme persuasive language, such as "G ahead, let yur hair dwn, and enjy yur trip!"Yu just have t cme and experience the city yurself." "There is such a variety f adventures Yu can have here."Teachers can als remind students t flexibly use adjectives, especially superlatives, in the intrductin t enhance the attractiveness f the city r twn, such as: the mst ppular turist destinatin, the city's mst pwerful draw. One f the mst diverse places, the largest ppulatin f.Students can als apply the language expressins in the reading discurse arranged in the previus table t their exercises.
Write a first draft and revise it.Ask the students t write an article abut their hmetwn based n the utline they have cmpleted and the language they have accumulated.After finishing the first draft, ask students t exchange the first draft with their partners and write cmments t each ther accrding t the evaluatin frm in activity 3.Finally, ask students t take back the first draft and revise and finalize it at the suggestin f their partners.
Evaluatin and presentatin.A few students please read their wn wrk, the teacher guides ther students t evaluate and appreciate, t see which student's intrductin t the hmetwn is mre accurate and vivid, which student's wrk has mre appeal.The teacher may ask the students t name several advantages f the article r ffer Suggestins fr further mdificatin.Mre student wrks can be displayed n the class wall after class.
Step 5 Shwing writing
Activity 5
T call sme Ss t share their writing.
Step 6 Hmewrk
1. Read the passage in this sectin t better understand the passage.
2. Carefully understand the hierarchical structure f the article, and understand the authr's writing purpse and writing characteristics;
3. Independently cmplete the relevant exercises in the guide plan.
通过本节内容学习，学生是否把握其写作特点；
通过本节内容学习，学生能否全面、准确、有条理地介绍自己居住的城市或小镇；
通过本节内容学习，学生能否梳理文章的主要信息，了解作者的写作目的，掌握核心词汇.