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普通高中英语（2019版）必修第三册Unit 3 Diverse Cultures 教学案Period 2 Reading and thinking
一．Learning objectives:
1.Language abilities (语言能力):Read travel journal to learn some information about San Francisco, such as the city life, cultural features, and the history of California.
2. Learning abilities (学习能力): Analyse the structure of the passage using the diagrams to improve their abilities and awareness.
3.Thinking abilities (思维品质)：Perceive the world from different angles and multicultural points of view. Learn to explore and analyse multicultural phenomenon and the historical origins.
4.Cultural awareness (文化意识)：Be aware of multicultural phenomenon , the historical origins and the background to broaden their international view.
二．教学内容及教材分析：
（一）从教材角度分析内容分析：本单元围绕“多元文化”的主题展开。多元文化是指在一个社会、国家或民族中存在的多种文化的总称。学生用书主要涉及多元文化在美国和中国社会各个领域的体现。美国是个典型的移民国家、来自世界不同地域的移民带着各自的母语、风俗习惯、历史文化背景、价值观念和行为方式，共同创造了美国丰富的多元文化。人们常用“大熔炉”来形容美国文化。中国是一个统一的多民族国家。56个民族共同组成了中华民族大家庭，同时又具有各自独特的文化传统，各民族文化和谐共生，交相辉映。文化的多样性是中国文化的一个特色。本单元帮助学生认识世界上多元文化共存的现象，加深对文化异同的理解和尊重，形成开放、包容的性格，并鼓励他们积极促进多元文化的和谐发展。本页主题图呈现的是位于美国加利福尼亚州旧金山市的中国城(又称“唐人街”)。此时华灯初上，街道上店铺的中英文招牌体现了中外文化的交融。店铺的建筑风格带有鲜明的中国特色，街道的装饰包含很多中国元素，例如盘龙路灯杆、大红灯笼、店铺外悬挂的旗帜等。中国城为旅居海外的华人营造了一个熟悉的家乡氛围，也体现了中国文化在海外生根发芽，与异国文化共存的现象。开篇页名言的意思是:世界之美源自人之多样。人之多样主要体现在语言、民族、种族、宗教、文化传统等方面的差异，从而导致人类社会的多样化。不同历史和国情、不同民族和习俗孕了不同文明，共同构成了多姿多彩的世界。社会学家费孝通曾提出“各美其美，美人之美，美美与共，天下大同”的十六字箴言，意思是首先要尊重自己民族的文化，并以其鲜明的特色丰富世界文化，这是本民族生存和发展的根基;其次要认识到世界文化的多样性，尊重不同民族的文化，在文化交流中和睦相处，共同促进人类文明的发展和繁荣。（二)课程标准及考情分析：纵观历年高考英语试题，阅读理解是对学生综合能力的考查。它不仅考查学生获取信息、理解具体事实以及抽象概念的能力，还要求学生要全面、准确地理解语篇语境，把握上下文的隐含意义，从而做正确地推断，这就对考生提出了更高的要求。本节课着重培养学生的思维品质。教学中设计了层层递进的学习任务，让学生通过跳读、查读获取文章大意和细节信息，通过深层阅读，让学生对文本内容进行分析、推断，深入理解文章的言外之意，有助于引发学生思考，提高解读文本内容的能力。
（三）学情分析：
学生英语的基本功相对薄弱，缺乏一定的自主合作和探究的能力，但具有了一定的英语语言知识和英语应用能力，因此，设计这节课时，我抓住他们对多元文化感兴趣的特点，选择他们感兴趣的话题，以朋友的身份走进他们，以基础的语言启发他们，在教学过程中设计的问题适应学生的英语水平，尽量让问题简单化，让学生在学习过程中拥有成就感，养成自主学习的习惯，从而消除英语难学的思想，对英语产生兴趣。
三．教材重难点：
1. Read quickly to get basic information about “DIVERSE CULTURES”.
2. Read deeply to understand formation and development of “DIVERSE CULTURES”.
3. Students learn the text style and organization of the passage.
四．教学环节：
Step 1. Words-revision:
admit definitely occur downtown mission district graffiti comic afterwards
Step2. Lead-in:
由学生观看视频入手，引出主题背景，激活学生已知信息，形成阅读期待。借助视频和图片，让学生初步感知多元文文化现象。
教学反思：这一环节旨在唤醒学生旧知，应注意执教过程中的“度”,话题相关词汇和句型的复习和总结，不能泛泛而谈，偏离了主题话题，失去了设计本意。
Step 2. Pre-reading
Task1: Look at the picture and the title, and predict what the text is about, then judge the type of writing
设计意图：To help students make predictions about the content before reading.
教学反思：这一设计旨在培养学生利用已有信息获取文章大意、抓住文章主旨。做预测的过程中，要注意借助教材主题图、插图等关键的多重信息，并非只依靠标题来推断文章大意，理解文本结构。
1. What’s the writing style of the text
A. travel guide B. travel journal C. personal profile D. letter
2. Find out Li Lan’s route (the places that she has been to or plans to visit)
设计意图: 引导学生运用一定的阅读技巧快速获取文章大意，整体理解语篇。
Task 2: Skim and match the main ideas with each paragraph.
设计意图：To help students learn to verify their predictions by skimming.
To help students get a better understanding of the text by reading the text in detail.
通过对信息分类提取，培养学生阅读技能—查读，快速匹配关键信息，借助改述、图示等方式理解重点词汇，为下一步深度理解文章奠定基础。
Task 3:Reading for structure: What’s the relationship between the four paragraphs
设计意图：进一步引导学生关注语篇的结构和语篇特征，并通过速读和细读等一系列的阅读活动，让学生找出段落间的联系。
Task 4: Scan and circle the information in the text. Then fill in the blanks.
What a video that you can see _________
How Virtual Choir members record ____________; These videos are uploaded onto ___________ and they are put together into ____________.
Who ______________ came up with the idea for a virtual choir.
When In 2009, his first virtual choir “_____________” used ________ singers from ________ different countries, and received ____________ views on the Internet.
In 2014, he formed the Virtual Youth Choir for UNICEF, and ___________ young people from __________ countries sang “___________”.
Now The virtual choir is a wonderful way for people _________________ to sing _____________ and thus ____________________________.
Task 5: Read the text and answer the questions.
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 did the immigrants bring to San Francisco
Task 6: Find the numbers and dates to fill in the timeline.
Step 4.Post-reading
Task 1: Complete the following sentences using words from the travel journal. Be sure to use the correct forms.
1. Over 3,000 lives were claimed in the 1906 San Francisco earthquake and the series of fires that __________ after it. More than 80% of the city was destroyed, including much of the _________ area. One area that was hit the hardest was the Mission _________.
2. Yunnan Province is __________ 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 ___________ that it is the best __________ of China to escape the cold winter.
设计意图：以文本材料为中心，提高学生口语表达能力和语言组织能力，语言由输入变输出，做到知识的内化吸收。
Task 2: After reading the passage，please fill in the following blanks. Today, I arrived back in San Francisco, and it feels good (1) _____(be) back in the city again. The city succeeded in (2)___________ (rebuild) itself after the earthquake that (3)__________ (occur) in 1906, and I stayed in the Mission District, enjoying some delicious noodles mixed with cultures. In the afternoon, I headed to a local museum (4)____ showed the historical changes in California. During the gold rush, many Chinese arrived, and some opened up shops and restaurants in Chinatown to earn a (5)_____ (live). Many others worked on (6)______ (farm), joined the gold rush, or went to build the railway that connected California to the east. The museum showed us (7)____ America was built by immigrants from (8)________ (difference) countries and cultures. In the evening, I went to Chinatown, and ate in a Cantonese restaurant that served food on (9)________(beauty) China plates. Tomorrow evening, I’m going to (10)__ jazz bar in the Richmond District.
Step 5Assignments（作业）Choose one of the following tasks:
1. Search on the Internet to learn more about San Francisco and write a short passage to introduce San Francisco, a city with diverse cultures within 80 words.
2 Try to write a travel journal of a place with diverse cultures by using a mind map.
设计意图：对所学知识进行拓展和延伸，培养学生知识迁移能力和提高其书面表达能力。提供可参考的表达，有效降低作业难度，增强学生兴趣。
课后反思
结合英语组成员点评：
优点：
1.教学环节紧紧相扣，教学内容难度适宜；
2.问题设置具有层次性，让不同水平的学生有自己的收获。
缺点：
1.课堂节奏略快，留给学生思考的时间有点短，特别是课堂最后的环节。
2.学生略显紧张，课前准备不是太充分。对单词和相应的词块不是太熟悉

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