Unit3DiverseCulturesReadingandThinking教学设计高中英语人教版

必修三Unit3:DiverseCulturesReading&Thinking教学设计授课教师学科英语授课时间授课班级单元名称必修三Unit3:DiverseCultures本节课时单元第1节本节课题Reading&Thinking:ACitywithDiverseCultures课型阅读课文本分析【What】本单元阅读语篇为旅行日志，聚焦来自中国的李兰于美国旧金山旅行的一日见闻。旧金山作为美国西海岸第二大城市，汇聚了来自世界各地不同的民族与文化，是一座多元文化之城。文章以李兰的第一人称视角走进旧金山的大街小巷，展现出多元文化和谐相处、欣欣向荣的景象。【Why】本文体裁为旅行日志，以作者第一视角展现了在旧金山游览一天的经历见闻，之中穿插作者所思所想，拉近与读者的距离，更容易让读者体会多元文化的和谐与奥妙。【How】本文结构清晰，要点明确。作者以第一人称视角为导向，采用了丰富且日常的文风，很容易让读者产生共情、身临其境感受多元文化的碰撞与交融；在行文顺序上，采用了清晰的时间顺序，按照作者的旅行计划，一步步将旧金山的历史、文化向读者揭示出来，层层递进、发人深省。学情分析本班学生学习态度认真，学习热情高。大部分同学已基本具备在阅读中获取细节信息的能力，少部分同学能用英语自如地表达观点。但大部分学生在理解和整合知识、逻辑推理和分析论证观点、批判评价方面处于较简单的水平。本单元主题为多元文化探索，意在培养学生正确面对多元文化的意识，梳理尊重、平等、包容的文化理念。经过前几节课听、说、读的铺垫，学生积累了一定的表达，对旧金山这座城市以及多元文化有了初步认知。教学目标与核心素养Bytheendoftheclass,studentswillbeabletobrowseandorganizeLiLan'sobservationsandinsightsduringherdayinSanFrancisco,andexperiencethecharmofmulticulturalismthroughthefirstpersonperspectiveofthearticle;prehendthereinforcementofemotionsbyspecialsentencestructuresbasedonthegraspofspecialexpressions(suchasexclamationsentences)inthearticle;connectpersonallifeandreflectontheopportunitiesandchallengesbroughtbymulticulturalismthinkabouthowtoturnchallengesintoopportunitiesandimprovepersonalqualitiesbyadebate重难点Mastertheusageofkeywordsandphrases.Improvethestudents’abilitytoclassifyandorganizeinformation.Enablethestudentstounderstandthebenefitsandchallengesofculturaldiversity.教学过程教学环节教师活动学生活动设计意图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