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人教版 (2019)必修 第三册Unit 3 Diverse Cultures教学设计
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这是一份人教版 (2019)必修 第三册Unit 3 Diverse Cultures教学设计，共7页。
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：跨文化沟通、包容与合作
语篇类型：旅游日记
文本分析：
[What]本文是一篇游记，讲述了作者在美国旧金山的一次旅行。文章按照旅行的时间顺序，依次介绍了早中晚分别参观的地方，如：旧金山城中心教会区（Missin District）、当地博物馆、唐人街等，并以每个地点为依托，通过所见和感悟，介绍了旧金山的现状和多元文化形成的过程和原因。文中包含了丰富多样的旧金山多元文化特征，以及旅行者的内心感受。
[Why]从中国游客的视角以游记的形式介绍多元文化之城——旧金山概况。
[Hw]该文是一篇典型的游记，其明线是按照时间、路线、见闻、感受的线索展开。通过作者亲历旧金山的旅行见闻，呈现了这次旅行。暗线则是对旧金山多元文化产生的原因、形成过程和现状进行介绍，使读者了解旧金山的主要概况。
课时目标
1.获取和梳理作者在旧金山旅游的所见、所闻和所感。
2.分析、概括、阐释旧金山多元文化产生的原因。
3.推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
重点难点
重点：
通过阅读，获取和梳理作者在旧金山旅游的所见、所闻和所感，概括、整合、阐释旧金山多元文化产生的原因和发展过程。
难点：
推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
教学准备
教师准备：
了解旧金山多元文化形成的信息，获取、分析、评价多元文化产生的原因和优缺点。
学生准备：
1.预习本课时的相关词汇。
2.了解旧金山的历史和概况。
教学过程
Step I 学习理解
活动一：感知与注意（Brainstrm）
Befre reading, ask students t lk at the map and pictures f San Francisc and discuss in grups: What d they knw and want t knw abut the city?
Suggested answers：
San Francisc is a city in Califrnia n the West Cast f the us. It is famus fr its Chinatwn and its sprts teams.
【设计意图】在阅读前，让学生看地图和图片，讨论关于旧金山的有关知识，有助于激活主题背景知识、形成阅读前的期待，同时提高学生自主阅读的效率。
活动二：读前预测（Predict the cntent）
Frmat：
The herine：
Where she visit：
The text is abut：
Suggested answers：
Frmat: travel jurnal
The herine: Li lan
Where she visit: San Francisc, US
The text is abut: Li Lan recrded what she saw, heard, did and felt in her travel jurnal after visiting San Francisc, US
活动三：获取与梳理（Get t knw San Francisc）
1.获取信息（Read the text and answer the fllwing questins.）
（1）Where has she been t and where des she plan t visit？
（2）When did the earthquake happen in the city f San Francisc？
（3）Where did Li Yan g fr dinner?
（4）Hw is the article rganised？
Suggested answers：
（1）She has been t：Redwd Frest，Napa valley Missin District，a lcal museum，Chinatwn and she plans t visit Richmnd District.
（2）In 1906
（3）A Cantnese restaurant
（4）Time rder/Timeline（mrning，afternn，evening and tmrrw）
2.策略学习（Classify and rganise infrmatin）
Intrduce the learning strategy：Classify and rganise infrmatin t students.
Classify and rganise infrmatin：We can better understand a passage by classifying r rganising the infrmatin in it. Classifying means deciding the kind infrmatin，e.g. dates，numbers，pinins. Organising means putting things in rder, e. g. accrding t hw ld hw much, what kind. Smetimes it is a gd idea t draw a diagram t rganise the infrmatin in the passage.
3. Cmplete the timeline(Part 3, P29)
(1) Ask students t read the travel jurnal again and cmplete the timeline f
Lilan’s travel jurnal.
(2) Check the answers
Suggested answers：
【设计意图】通过完成时间表，学生梳理出作者旅游的行程，形成对文章结构的总体认识。
Step Ⅱ 应用实践
活动四：分析与判断（Answer the questins）
Ask students t read the text and try t answer the questins using infrmatin frm the travel jurnal.
（1）What impressed the writer first abut San Francisc？
（2）What is s special abut the Missin District？
（3）Why did Chinese immigrants g t San Francisc？
（4）What examples f ethnic diversity can yu find in the jurnal?
（5）Why des the city f San Francisc have diverse cultures？
Suggested answers：
（1）The beautiful ld buildings，many sitting n tp f big hills.
（2）The Missin District is a vibrant，histrical area full f culture and life.
（3）T seek their frtune in the gld rush.
（4）The Missin District which is full f peple frm Mexic r Central America：Mexican-Chinese ndles frm a fd truck；Chinatwn.
（5）Because gld was discvered there and many peple came frm all ver the wrld t seek their frtune and when the immigrants left their cuntries，they carried a bit f hme in their hearts and built a new hme in the city f San Francisc.
【设计意图】针对文本内容设置问题，鼓励学生从语篇中获得新知。通过分析、判断、概括和整合语篇中的信息，感知和理解语篇中语言所表达的意义和所承载的文化价值取向。
活动五：内化与运用（Fcus n language）（Part6,P29）
Ask students t cmplete the fllwing sentences using wrds frm the travel jurnal and be sure t use the crrect frms.
Suggested answers：
1 Over 3，000 lives were claimed in the 1906 San Francisc earthquake and the series f fires that ccurred after it. Mre than 80% f the city was destryed including much f the dwntwn area. One area that was hit the hardest was the missin district
2 Yunnan Prvince is definitely ne f the mst diverse prvinces that I have ever been t. Apart frm being the kingdm f flwers，it is hme t many ethnic minrity grups. After visiting the suthern part f Yunnan，I have t admit that it is the best regin f China t escape the cld winter.
【设计意图】本环节围绕语言知识设计了一个练习，让学生使用课本所学单词在语境中填空，内化语言的同时无形中也引导学生阅读了更多同类主题的语篇。
Step Ⅲ 迁移创新
活动六：批判与评价（Yur pinins）（Part5，P29）
Ask students t wrk in grups and discuss the questins：
（1）Have yu ever been t a place that has a diverse culture？What d yu think brught abut the cultural diversity？
（2）What are the benefits and challenges f cultural diversity？
Suggested answers：
（1）One culturally diverse place that I have been t is Harbin，the capital city f Heilngjiang Prvince. I went there last year with my family t see the Ice and Snw Festival，and I was amazed at hw the culture was different frm mst ther Chinese cities. It is greatly influenced by Russia，with beautiful Russian architecture and lts f interesting restaurants. I learnt that Harbin is called“the Oriental Mscw”and that many Russians settled there t help build the railway ver 100 years ag.
（2）The benefits：Peple are able t experience a wide variety f cultures，making their lives mre interesting and it can deepen the feelings f ur natinal culture. It is als helpful fr us t learn abut ther utstanding cultures，which help imprve the ability t respect thers.
The challenges：Peple may have truble cmmunicating r understanding each ther，and it may lead t disappearance f sme civilisatins and even make sme peple think “The western mn is runder than his wn.”
【设计意图】在这个活动中，学生通过推理与论证多元文化产生的原因，批判与评价多元文化的优点和所带来的挑战，加深对主题意义的理解，理性表达观点，体现正确的价值观，实现深度学习，促进能力向素养的转化。
板书设计
Unit 3 Diverse Cultures
Perid Ⅱ Reading and Thinking
I.学习理解
活动一：感知与注意（Brainstrm）
活动二：读前预测（Predict the cntent）
活动三：获取与梳理（Get t knw san Francisc）
Ⅱ.应用实践
活动四：分析与判断（Answer the questins）
活动五：内化与运用（Fcus n language）
Ⅲ.迁移创新
活动六：批判与评价（Yur pinins）
Befre cming t San francisc
mrning
afternn
evening
tmrrw
Befre cming t San francisc
Camped in the redwd Frsest；
Visited Napa Valley
mrning
Explred the
neighburhd
learnt abut
Missin schl
art: ate mexican
Chinese ndles
frm a fd truck
afternn
Went t a
histrical
museum
evening
Went t
Chinatwn
t enjy
sme hme
style cking
tmrrw
Will g t a
azz bar in the
Richmnd
District
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：跨文化沟通、包容与合作
语篇类型：旅游日记
文本分析：
[What]本文是一篇游记，讲述了作者在美国旧金山的一次旅行。文章按照旅行的时间顺序，依次介绍了早中晚分别参观的地方，如：旧金山城中心教会区（Missin District）、当地博物馆、唐人街等，并以每个地点为依托，通过所见和感悟，介绍了旧金山的现状和多元文化形成的过程和原因。文中包含了丰富多样的旧金山多元文化特征，以及旅行者的内心感受。
[Why]从中国游客的视角以游记的形式介绍多元文化之城——旧金山概况。
[Hw]该文是一篇典型的游记，其明线是按照时间、路线、见闻、感受的线索展开。通过作者亲历旧金山的旅行见闻，呈现了这次旅行。暗线则是对旧金山多元文化产生的原因、形成过程和现状进行介绍，使读者了解旧金山的主要概况。
课时目标
1.获取和梳理作者在旧金山旅游的所见、所闻和所感。
2.分析、概括、阐释旧金山多元文化产生的原因。
3.推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
重点难点
重点：
通过阅读，获取和梳理作者在旧金山旅游的所见、所闻和所感，概括、整合、阐释旧金山多元文化产生的原因和发展过程。
难点：
推理与论证多元文化产生的原因，批判与评价多元文化的优点及所带来的挑战。
教学准备
教师准备：
了解旧金山多元文化形成的信息，获取、分析、评价多元文化产生的原因和优缺点。
学生准备：
1.预习本课时的相关词汇。
2.了解旧金山的历史和概况。
教学过程
Step I 学习理解
活动一：感知与注意（Brainstrm）
Befre reading, ask students t lk at the map and pictures f San Francisc and discuss in grups: What d they knw and want t knw abut the city?
Suggested answers：
San Francisc is a city in Califrnia n the West Cast f the us. It is famus fr its Chinatwn and its sprts teams.
【设计意图】在阅读前，让学生看地图和图片，讨论关于旧金山的有关知识，有助于激活主题背景知识、形成阅读前的期待，同时提高学生自主阅读的效率。
活动二：读前预测（Predict the cntent）
Frmat：
The herine：
Where she visit：
The text is abut：
Suggested answers：
Frmat: travel jurnal
The herine: Li lan
Where she visit: San Francisc, US
The text is abut: Li Lan recrded what she saw, heard, did and felt in her travel jurnal after visiting San Francisc, US
活动三：获取与梳理（Get t knw San Francisc）
1.获取信息（Read the text and answer the fllwing questins.）
（1）Where has she been t and where des she plan t visit？
（2）When did the earthquake happen in the city f San Francisc？
（3）Where did Li Yan g fr dinner?
（4）Hw is the article rganised？
Suggested answers：
（1）She has been t：Redwd Frest，Napa valley Missin District，a lcal museum，Chinatwn and she plans t visit Richmnd District.
（2）In 1906
（3）A Cantnese restaurant
（4）Time rder/Timeline（mrning，afternn，evening and tmrrw）
2.策略学习（Classify and rganise infrmatin）
Intrduce the learning strategy：Classify and rganise infrmatin t students.
Classify and rganise infrmatin：We can better understand a passage by classifying r rganising the infrmatin in it. Classifying means deciding the kind infrmatin，e.g. dates，numbers，pinins. Organising means putting things in rder, e. g. accrding t hw ld hw much, what kind. Smetimes it is a gd idea t draw a diagram t rganise the infrmatin in the passage.
3. Cmplete the timeline(Part 3, P29)
(1) Ask students t read the travel jurnal again and cmplete the timeline f
Lilan’s travel jurnal.
(2) Check the answers
Suggested answers：
【设计意图】通过完成时间表，学生梳理出作者旅游的行程，形成对文章结构的总体认识。
Step Ⅱ 应用实践
活动四：分析与判断（Answer the questins）
Ask students t read the text and try t answer the questins using infrmatin frm the travel jurnal.
（1）What impressed the writer first abut San Francisc？
（2）What is s special abut the Missin District？
（3）Why did Chinese immigrants g t San Francisc？
（4）What examples f ethnic diversity can yu find in the jurnal?
（5）Why des the city f San Francisc have diverse cultures？
Suggested answers：
（1）The beautiful ld buildings，many sitting n tp f big hills.
（2）The Missin District is a vibrant，histrical area full f culture and life.
（3）T seek their frtune in the gld rush.
（4）The Missin District which is full f peple frm Mexic r Central America：Mexican-Chinese ndles frm a fd truck；Chinatwn.
（5）Because gld was discvered there and many peple came frm all ver the wrld t seek their frtune and when the immigrants left their cuntries，they carried a bit f hme in their hearts and built a new hme in the city f San Francisc.
【设计意图】针对文本内容设置问题，鼓励学生从语篇中获得新知。通过分析、判断、概括和整合语篇中的信息，感知和理解语篇中语言所表达的意义和所承载的文化价值取向。
活动五：内化与运用（Fcus n language）（Part6,P29）
Ask students t cmplete the fllwing sentences using wrds frm the travel jurnal and be sure t use the crrect frms.
Suggested answers：
1 Over 3，000 lives were claimed in the 1906 San Francisc earthquake and the series f fires that ccurred after it. Mre than 80% f the city was destryed including much f the dwntwn area. One area that was hit the hardest was the missin district
2 Yunnan Prvince is definitely ne f the mst diverse prvinces that I have ever been t. Apart frm being the kingdm f flwers，it is hme t many ethnic minrity grups. After visiting the suthern part f Yunnan，I have t admit that it is the best regin f China t escape the cld winter.
【设计意图】本环节围绕语言知识设计了一个练习，让学生使用课本所学单词在语境中填空，内化语言的同时无形中也引导学生阅读了更多同类主题的语篇。
Step Ⅲ 迁移创新
活动六：批判与评价（Yur pinins）（Part5，P29）
Ask students t wrk in grups and discuss the questins：
（1）Have yu ever been t a place that has a diverse culture？What d yu think brught abut the cultural diversity？
（2）What are the benefits and challenges f cultural diversity？
Suggested answers：
（1）One culturally diverse place that I have been t is Harbin，the capital city f Heilngjiang Prvince. I went there last year with my family t see the Ice and Snw Festival，and I was amazed at hw the culture was different frm mst ther Chinese cities. It is greatly influenced by Russia，with beautiful Russian architecture and lts f interesting restaurants. I learnt that Harbin is called“the Oriental Mscw”and that many Russians settled there t help build the railway ver 100 years ag.
（2）The benefits：Peple are able t experience a wide variety f cultures，making their lives mre interesting and it can deepen the feelings f ur natinal culture. It is als helpful fr us t learn abut ther utstanding cultures，which help imprve the ability t respect thers.
The challenges：Peple may have truble cmmunicating r understanding each ther，and it may lead t disappearance f sme civilisatins and even make sme peple think “The western mn is runder than his wn.”
【设计意图】在这个活动中，学生通过推理与论证多元文化产生的原因，批判与评价多元文化的优点和所带来的挑战，加深对主题意义的理解，理性表达观点，体现正确的价值观，实现深度学习，促进能力向素养的转化。
板书设计
Unit 3 Diverse Cultures
Perid Ⅱ Reading and Thinking
I.学习理解
活动一：感知与注意（Brainstrm）
活动二：读前预测（Predict the cntent）
活动三：获取与梳理（Get t knw san Francisc）
Ⅱ.应用实践
活动四：分析与判断（Answer the questins）
活动五：内化与运用（Fcus n language）
Ⅲ.迁移创新
活动六：批判与评价（Yur pinins）
Befre cming t San francisc
mrning
afternn
evening
tmrrw
Befre cming t San francisc
Camped in the redwd Frsest；
Visited Napa Valley
mrning
Explred the
neighburhd
learnt abut
Missin schl
art: ate mexican
Chinese ndles
frm a fd truck
afternn
Went t a
histrical
museum
evening
Went t
Chinatwn
t enjy
sme hme
style cking
tmrrw
Will g t a
azz bar in the
Richmnd
District
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