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

必修三Unit 3 Diverse Culture Reading and Thinking 教学设计

Lesson content

Learn about a city that has diverse cultures

Theme context: people and society, social service and interpersonal communication, cross-cultural communication, tolerance and cooperation

Text analysis:

This article is a travelogue that tells the author's journey in San Francisco, USA. The article introduces the places visited in the morning, middle, and evening according to the chronological order of the trip, such as the Mission District in San Francisco, local museums, Chinatown, etc. Based on each location, it introduces the current situation and the process and reasons for the formation of multiculturalism in San Francisco through observations and insights. The article contains a rich and diverse cultural diversity of San Francisco, as well as the inner feelings of travelers.

2. Introduce the multicultural city of San Francisco in the form of travel notes from the perspective of Chinese tourists.

3. This article is a typical travelogue, with a clear line that follows clues of time, route, observations, and feelings. This trip is presented through the author's personal experience in San Francisco. The dark line introduces the reasons, formation process, and current situation of San Francisco's multiculturalism, enabling readers to understand the main overview of San Francisco.

Lesson objectives

1. Obtain and organize the author's experiences, observations, and feelings during their trip to San Francisco.

2. Analyze, summarize, and explain the reasons for the emergence of multiculturalism in San Francisco.

3. Reasoning and demonstrating the reasons for the emergence of multiculturalism, criticizing and evaluating the advantages and challenges of multiculturalism.

Key and difficult points:

1. Through reading, obtain and sort out the author's experiences, experiences, and feelings during his travels in San Francisco, summarize, integrate, and explain the reasons for the emergence and development process of multiculturalism in San Francisco.

2. Reasoning and demonstrating the reasons for the emergence of multiculturalism, criticizing and evaluating the advantages and challenges of multiculturalism.

Teaching preparation:

1. Understand the information on the formation of multiculturalism in San Francisco, and obtain, analyze, and evaluate the reasons, advantages, and disadvantages of multiculturalism.

2. Preview the relevant vocabulary for this lesson.

3. Understand the history and overview of San Francisco.

Teaching process

Step I Learning and Understanding

Activity 1: Perception and Attention(Brainstorm)

Before reading, ask students to look at the map and pictures of San Francisco and discuss in groups: What do they know and want to know about the city?

Suggested answers:

San Francisco is a city in California on the West Coast of the US. It is famous for its Chinatown and its sports 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。

Activity 2: Pre-reading prediction(Predict the content)

 Format:_________________

The heroine:_________________

Where she visit:_________________

The text is about: _________________

Suggested answers:

Format: travel journal

The heroine: Li Lan

Where she visit:San Francisco,US

The text is about: Li Lan recorded what she saw, heard, did and felt in her travel journal after visiting San Francisco,US.

Activity 3: Obtaining and organizing(Get to know San Francisco)

1.获取信息(Read the text and answer the following questions.)

(1)Where has she been to and where does she plan to visit?

(2)When did the earthquake happen in the city of San Francisco?

(3)Where did Li Yan go for dinner?

(4)How is the article organised?

Suggested answers:

(1)She has been to:Redwood Forest,Napa Valley, Mission District, a local museum, Chinatown and she plans to visit Richmond District.

(2)In 1906.

(3)A Cantonese restaurant.

(4)Time order/Timeline (morning, afternoon, evening and tomorrow).

2.策略学习(Classify and organise information)

Introduce the learning strategy: Classify and organise information to students.

Classify and organise information: We can better understand a passage by classifying or organising the information in it. Classifying means deciding the kind of information,e.g. dates, numbers, opinions. Organising means putting things in order,e.g. according to how old, how much, what kind. Sometimes it is a good idea to draw a diagram to organise the information in the passage.

3.Complete the timeline(Part 3，P29)

(1)Ask students to read the travel journal again and complete the timeline of Li Lan's travel journal.

【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 Application Practice

Activity 4: Analysis and Judgment(Answer the questions)

Ask students to read the text and try to answer the questions using information from the travel journal.

(1)What impressed the writer first about San Francisco?(2)What is so special about the Mission District?

(3)Why did Chinese immigrants go to San Francisco?(4)What examples of ethnic diversity can you find in the journal?

(5)Why does the city of San Francisco have diverse cultures?

Suggested answers:

(1)The beautiful old buildings, many sitting on top of big hills.

(2)The Mission District is a vibrant, historical area full of culture and life.

(3)To seek their fortune in the gold rush.

(4)The Mission District which is full of people from Mexico or Central America; Mexican-Chinese noodles from a food truck; Chinatown.

(5) Because gold was discovered there and many people came from all over the world to seek their fortune and when the immigrants left their countries they carried a bit of home in their hearts and built a new home in the city of San Francisco.

【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。

Activity 5: Internalization and Application(Focus on language)(Part 6, P29)

Ask students to complete the following sentences using words from the travel journal and be sure to use the correct forms.

Suggested answers:

1. Over 3,000 lives were claimed in the 1906 San Francisco earthquake and the series of fires that occurred after it. More than 80% of the city was destroyed including much of the downtown area. One area that was hit the hardest was the Mission District.

2. Yunnan Province is definitely one of the most diverse provinces that I have ever been to. Apart from being the kingdom of flowers, it is home to many ethnic minority groups. After visiting the southern part of Yunnan,I have to admit that it is the best region of China to escape the cold 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 II Migration Innovation

Activity 6: Criticism and Evaluation(Your opinions)(Part 5，P29) Ask students to work in groups and discuss the questions:

(1)Have you ever been to a place that has a diverse culture? What do you think brought about the cultural diversity?

(2)What are the benefits and challenges of cultural diversity?

Suggested answers:

(1)One culturally diverse place that I have been to is Harbin, the capital city of Heilongjiang Province. I went there last year with my family to see the Ice and Snow Festival, and I was amazed at how the culture was different from most other Chinese cities. It is greatly influenced by Russia, with beautiful Russian architecture and lots of interesting restaurants. I learned that Harbin is called“the Oriental Moscow” and that many Russians settled there to help build the railway over 100 years ago.

(2)The benefits: People are able to experience a wide variety of cultures, making their lives more interesting, and it can deepen the feelings of our national culture.It is also helpful for us to learn about other outstanding cultures, which help improve the ability to respect others.

The challenges: People may have trouble communicating or understanding each other, and it may lead to disappearance of some civilizations and even make some people think“The western moon is rounder than his own.”

【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。