资源简介

Unit 3 Diverse Cultures
Learn about a city that has diverse cultures 教学设计
教学内容：人教版选择性必修三Unit 3.
课标要求：
1. 能根据上下文和构词法推断理解生词的含义。
2. 能理解段落中各句子之间的逻辑关系。
3. 能找出文章主题，理解故事的情节，预测故事情节的发展和可能的结局。
4. 能理解相应水平的常见体裁的读物。
5. 能根据不同的阅读策略获取信息。
教材简析：
本套教材以话题为单位开展教学活动。本单元以旅游的方式来呈现多样性的文化，通过 作者的旅游，介绍相关的知识内容，将知识学习和旅游游记融合，在游学体验中实现对文化 的了解和学习。通过学习不同国家的文化，更能够增强对我国的文化的自信心和自豪感，从 而增强文化意识。
学情分析：
本节课的教学对象是高一年级的学生，已经具备了较强的总结归纳能力，并且有了一定 的语法基础，对于旅游的话题有浓厚的爱好和兴趣，容易更加主动和积极的参与到文本的学 习和理解中，所以本节课样引导全体的学生参与到课堂中来，通过导学案， 自主学习和总结 提升，真正体验到游学对于增长知识和才干的好处和优势。
教学目标：
【基础性目标】
1、通过略读、扫读，梳理全文的篇章结构。
2、掌握文章各段的主要内容，理解和掌握文本的细节。
【拓展性目标】
1、分析文本中的长难句，加深对于文本的理解。
2、分析作者想要表达和传递的深层信息，深入理解文本内涵，学习文化的多样性给我们 生活和学习带来的影响。
【挑战性目标】
通过研读文本，归纳和总结作者呈现文本内容的方式，学习写作技巧，增强文化自信。
教学重难点：
(1) 教学难点:
1、Help them learn to describe people's travel journal.
2、Develop their ability to make correct judgments and decisions when facing a diverse culture.
(2) 教学重点:
Develop their ability to analyze the situation and enjoy the culture from different angles.
教学策略：Reading comprehension, group discussion.
教学过程设计：
Teaching contents Teacher’s activity Students’ activity Purposes
Warming- up and Review. (10min) 3. Greetings . 4. Review what we have learned in the last class. Greetings.Review new words and expressions. 巩固复习 建立联系
Lead in (5min) 4. Look at your learning papers. 5. Read the learning aims . 6. Know the teaching difficult points and important points. Pay attention to the aims and points of this class. 明确目标 导入主题
Presenta tion1 Before reading (10min) Read the travel journal again and complete the timeline of Li Lan's trip Para1 : city of San Francisco after the earthquake … so many beautiful old buildings … on top of big hills … offering great Para2 : Mission District walked around looking at the street art for a few hours…quite modern and lively Para3 : local museum The museum did a really good job … immigrants left their own country … carried a bit of home in their hearts … build a new home Para4 : Chinatown … so many good cafés and restaurants … beautiful china plates… What great food! Para5 : Richmond District Can't wait! Cultural/Ethnic diversity： 1、the Mission District (people from Mexico or Central America) 2、Richmond District (a jazz bar) 3、the local museum (immigrants from China) 4、Chinatown(cafés and Chinese restaurants) Ss read the sentences and summarize the main idea of each paragraph. Understa nd the structur e of the text.
Presenta tion2Whi le reading (15min) Read the passage carefully and fill in the blanks.： After ________ in the Redwood Forest and ________ the wine country of Napa Valley, I went back to ______________ which I thought was a great city to _________ itself after the earthquake. In the morning, I was in the Mission District. It __________ a poor area but now a _______ for art, music and food, where an art ___________ started. It was a real _______cultures. In the afternoon, I __________ a local museum which was about the ___________ of California. A great number of people came to the city to ________________. America was built by __________ from different countries and cultures. In the evening, I went to Chinatown and ________ a Cantonese restaurant that served its food on beautiful _______ plates. And tomorrow evening, I'm going to a jazz bar. Ss read the passage carefully and check out the answers. Ss read the sentences and decide the right answer. Train students ’ reading skills of locate certain informat ion.
Practice (5min) 1. Have you ever been to a place that has a diverse culture 2.What do you think brought about the culture diversity 3、If you tell Helen the good news, she will certainly be happy. ___________ 4、When the earthquake happened, most people were sleeping in their houses.__________ 5、In order to complete the task, they had to turn to Mr. Yang for help.____________ 6、The factory is trying to find a good way to reduce air pollution. ____________ 7、There is a choice of four prizes, and the winner can choose one of them.___________ 翻译： 1.我去 了剧 院 ，而我姐姐 回家练 习弹钢琴。 (head to) _______________________________________ 1. Ss complete the chart . 2. Ss read the passage again, find the words and expressions that can be used for retelling. Train Ss’ skills of getting specific informat ion and better understa nding the language of the passage.
2. 丽萨过去是个害羞的女孩，不敢在别人面前 说话。 (used to be) ____________________________________ 3. 我父亲年轻时靠在一家小工厂工作谋生。 (earn a living) _____________________________________ 4. 除 了 鼻 子之 外 ， 这个 男孩 长得 很好看。 (apart from)
Homework：1、巩固复习课时练上的内容。
2、完成导学案上的练习。
板书设计：
Unit 3 Diverse Cultures
Learn about a city that has diverse cultures
Cultural/Ethnic diversity：
1、the Mission District(people from Mexico or Central America)
2、Richmond District (a jazz bar)
3、the local museum (immigrants from China)
4、Chinatown(cafés and Chinese restaurants)
教学反思：
Unit 3 Diverse Cultures
Discover useful structures Modal verbs 教学设计
教学内容：
人教版选择性必修三Unit 3.
课标要求：
课程标准对于语法的要求，高中阶段英语语法知识的学习是义务教育阶段学习的延伸和 继续。应在更加丰富的语境中通过各种英语学习和实践活动进一步给巩固和恰当运用义务教 育阶段所学的语法知识，进一步发展英语语法意识。
教材简析：
本套教材以话题为单位开展教学活动。本版块是语法知识：ellipsis，本活动设计了练
习，在前面的文章中找出 ellipsis 的句子， 目的是让学生了解熟悉 ellipsis 的结构，通过 不同的情景设置，正确理解使用省略在集中的使用。
学情分析：
本节课的教学对象是高一年级的学生，已经具备了较强的总结归纳能力，并且有了一定 的语法基础，实际的语言运用中省略的现象比较多，同学们可以借鉴的具体情景较多，更加 容易理解省略的含义和用法。所以本节课样引导全体的学生参与到课堂中来，通过导学案， 自主学习和总结提升，通过语言的表述，情景的创设，真正掌握语法结构并能够灵活运用。
教学目标：
【基础性目标】
1、在语境中观察和感知省略的功能和意义。
2、通过自主学习探究，总结省略的不同的含义。
【拓展性目标】
1、理解在不同的语境中省略的正确使用。
2、通过情景例句辨析不同情景中省略的具体分析。
3、【挑战性目标】
通过研读文本，能够在文本中能够进行有效分析，能够进行省略和补充完整之间的转换。
教学重难点：
(1) 教学难点: 引导学生熟悉并运用省略。
(2) 教学重点: 引导学生在语境正确运用省略，培养学生学习语法的兴趣。
学法指导：讲授法，举例法
教学过程设计：
Teaching contents Teacher’s activity Students’ activity Purposes
Warming-u p and Review. (3min) 5. Greetings . 6. Review what we have learned in the last class. Greetings.Revi ew new words and expressions. 巩固复习 建立联系
Lead in (2min) 7. Look at your learning papers. 8. Read the learning aims . 9. Know the teaching difficult points and important points. Pay attention to the aims and points of this class. 明确目标 导入主题
Presentat ion1 (10min) 1. A : Oh, I just love nachos! (They are) Mexican corn chips covered in Cheese! B : Me, too. / (I love nachos), too. 2. A : So it's the food of many different cultures, (and they are) all in one dish B : Exactly, (it's the food of many different cultures, and they are all in one dish.) 3. (There is) a real mix of cultures here! 4. (I) can't wait (to go there) ! Read the travel journal again and complete the timeline of Li Lan's trip Ss read the sentences and summarize the sentences. Understand the usage of the grammar.
Presentat ion2 (15min) 省略是为了避免重复、突出新信息并使 上下文紧密连接的一种语法修辞手段。 省略在语言中, 尤其在对话中, 是一种 十分普遍的现象。 省略前提: 主谓宾, 定状表, 如有重复可删掉。 省略原则: 词语省略后, 不致令人费解. 1. 省略主语: 祈使句中的主语通常被省略; 其 他省略主语的情况多限于少数现成的说法。 ① (You) Come in, please. ② (I) See you tomorrow. ③ (I) Thank you for your help. ④ (I) Beg your pardon. 2. 省略主语或谓语的一部分 ① (It) Sounds a good idea. ② (Will you) Have a smoke ③ (Would you like) Something to drink ④ (You come) This way, please. 省略宾语 ① --- Do you know Miss Hu --- I don't know (her). Ss read the sentences and summarize the grammar rules. Understand the usage of the grammar.
② Tom enjoys dancing, but Peter hates (dancing). 可以省略作宾语的动词不定式, 只保留 to, 但 如果该宾语是动词 be 或完成形式, 则须在 to 后 加上 be 或 have。 ① Don't touch anything unless the teacher tells you to (touch). ② --- Are you a teacher --- No, but I want to be (a teacher). ③ --- He hasn't finished the task. --- Well, he ought to have (finished it). 4.省略表语 ① --- Are you thirsty --- Yes, I am (thirsty). ② His brother isn't lazy. Nor is his sister (lazy). 5. 同时省略几个句子成分 ① --- Are you feeling better now --- (I'm feeling) Better (now). ② --- When did you read the novel --- (I read it) Long ago. ③ Let's meet at the school gate as the same as (we met) yesterday. 两个并列分句中，后一分句常省略与前一分句中 相同的部分。 ① Mike said that he would come to school to see me the next day, but he didn't (come to school to see me the next day). ② Lin's father was not at home, but his mother was (at home)
Practice (10min) Change the sentences into elliptical sentences. 1. She likes singing and she likes dancing. 2. Is this the driver that you talked about yesterday 3. The man who is sitting by the window is Mr. Smith. 4. He could not decide whether to buy the car or not to buy the car. 5. When it is heated, the metal expands. 6. You can do it if you want to do it. Ss complete the questions and discuss with you classmates.. Use the grammar correctly. Train Ss thinking ability.
7. My father designed all these houses and my father built all these houses. 8. He is the last person that I want to see. 9. He worked hard but his brother did not work hard. 10. While he was reading the newspaper, grandpa nodded from time to time. 11. He went to the doctor because he had to go to the doctor. 12. The reference books which were ordered last month haven't arrived yet. 13. We tested the depth of the water and the temperature of the water. 14. Although he is very busy, he will do it for us. 15. You may leave if you wish to leave.
Homework：1、巩固复习课时练上的内容。
2、完成导学案上的练习。
板书设计：
Unit 3 Diverse Cultures
Discover useful structures ellipsis
省略的定义：
省略的条件：
省略的原则：
具体的应用：
教学反思：
Unit3 Diverse Cultures
Reading for Writing 教学设计
沁县中学 王楠
课标要求：
1. 采用阅读和写作相结合的模式。
2. 采用过程性写作模式。
3. 重视写作语篇类型的多样性和实用性，鼓励学生表达自己的真情实感。
教材分析：
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 部分也提到了中国城，为该板 块做铺垫。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。
学情分析：
本节课的教学对象是高一的学生，通过引导学生阅读旧金山中国城的介绍并把握其写作 特点；指导学生全面、准确、有效、条理地介绍自己居住的城市或小镇。
教学目标：
基础性目标：know more information of the Chinatown in San Francisco 拓展性目标：master some good expressions of to introduce a place
挑战性目标：infer the theme and the intention of writer’s writing such a passage, improving their critical thinking
教学重难点：
1.How to help students apply the writing skills into their writing. 2.How to make students work out writer’s purpose of writing the passage.
学法指导：
Double activities teaching method;Question and answer teaching method;Free discussion method;Pair work and individual work
method;Exploring
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Step 1 : Lead-in Activity 1 : Look and say Sentence pattern : I think it is (not) a good 此环节 目 的一 方面能激活学
Lead-in Students will be asked to look at a picture and answer the following questions : Q1 : Do you still remember the place in the picture Q2 : Do you know any information of it The location The feature of it Q3 : There are a wide diversity of Chinatown in the world. So is it a good idea to develop Chinatown in other countries Why Or why not idea to develop Chinatown in other countries, because ______________ Teacher comments on students’ opinions : There are more advantages than disadvantages, right So in order to make Chinese culture known to more foreigners, we need to advertise for it in the brochure. 生 在 reading 课堂中学习到 的关于 中国城 的知识 ， 另一 方面在于锻炼 学生的思维能 力 ， 以及发展 学生爱国主义 情怀 ， 同时提 高其表达个人 观点的能力 。 教师通过总结 并让学生思考 如何才能让一 个地方为别人 所熟知 —— 宣 传手册 ， 从而 衔接至下一活 动。
Activity 1 Step 2 : Reading Activity1 : Read for structure Students will be asked to look through the passage quickly and answer the question : Can you divide the passage into several parts And tell the reasons. Part1——para1 : Brief introduction Part2 — — para2-5 : Detailed information (what you can learn and do) Par3 — — para6 : Summary (Stress the importance of the Chinatown in America) 学生通过阅读 分段并得出段 意
Activity 2 Activity2 : Read for information Students will be asked to read the passage again and fill in blanks : For the part 1, teacher will lead students to analyse together, then students will be asked to take Hainan for example to describe its climate and location by translation : 1. 海 南 是 中 国 第 二 大 岛，是中国著名的旅游景点， 年接待游客近 1 亿 。位于 中 国南部 ，海南是一座历史悠 久的城市 。这里终年温和 ， 随时都可以来旅游。 Hainan, the second biggest island in China, is a well-known tourist draw that receives about 10million visitors every year. Located in South China, Hainan is a city with a long history. The climate here is mild all year round, meaning that it is always a good time to visit. 2. 杭 州 位 于 中 国 东 南 部 ，这里四季分明 ，冬季寒 冷，夏季炎热 Situated in Southeast China, Hangzhou is a city with four distinct seasons, cold in winter and hot in summer. For part2 and part3, students will be asked to find out the detailed information altogether and write down the good sentence patterns they can dig out. 学生通过进一 步阅读，能够分 析出一些具体 的信息
Activity 3 Step3 : Writing Students will be asked to write a short passage to introduce Hainan with at least 3 points listed in the ppt, and use as many various expressions as possible. 练习
Homework：介绍自己居住的城市或小镇。
板书设计：
Unit3 Diverse Cultures
Reading for Writing
Part1——para1 : Brief introduction
Part2——para2-5 : Detailed information (what you can learn and do)
Par3——para6 : Summary (Stress the importance of the Chinatown in America)
教学反思：

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