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教学设计
课题名称：Unit3: Reading and Thinking
学科年级 高一 教材版本 人教版
一、本节课标解读
本单元围绕“多元文化”这一主题展开，主要涉及多元文化在美国和中国社会各个领域的体现。该部分内容是一篇旅行日记，主要讲述了中国留学生Li Lan在旧金山一天的所见所闻，通过这一天的见闻，展开讲述了旧金山多元文化的特点，先是介绍了旧金山教会区由平民区到成为旧金山艺术、音乐和美食中心的演变，同时还提到了旧金山多元化的历史原因之一——淘金热（gold rush），在文章结束前又提到了唐人街及其美食。通过以上描述，帮助学生认识旧金山多元文化共存的现象及部分原因，加深对文化异同的理解和尊重，形成包容的性格，并鼓励他们积极促进多元化的发展。
二、教学目标
In this class, you will： 1. Identify the features and reasons of a city that has diverse cultures. 2. Figure out the main structure of the passage by classifying and organizing the key information. 3. Voice their personal opinions about the reasons for cultural diversity and its benefits and challenges 4. Determine the author’s feelings and attitudes.
三、学情分析
1. 学生英语基础普遍差，在英语方面缺乏学习兴趣。教学设计应从学生实际出发，设计以生动活泼为主，充分利用视频、卡片、图片等教学手段来激发学生学习英语的兴趣。 2. 由于缺乏学习兴趣，基础差，学生的自信心普遍不足，尤其在口语表达方面。因此，教学设计应以培养学生自信为主要目标来确定设计内容的难易程度，用关键词等提示和互动教学的方法，层次渐进，逐步上升到理性认识，最终达到提高学生英语表达能力的教学目的。
四、教学策略选择与设计
Task-based method to make students interested in what they will learn Fast reading to get the general idea of the passage. Careful reading to get some detailed information in the passage.
五、教学重点及难点
Teaching Important Points: Master the usage of key words and phrases. Improve the students’ ability to classify and organize information. Enable the students to understand the benefits and challenges of cultural diversity. Teaching Difficult Points: The understanding of knowledge points. Make the students organize information.
六、教学过程
教学环节 教师活动 学生活动 设计意图
Pre-reading
Step 1 Lead-in Teacher shows a video, which about the history of San Francisco. Students watch the video and need to know the history of San Francisco. To activate students’ own knowledge about this text.
Step 2 Predict Do you know San Francisco Watch the video to know about the city. Please find San Francisco on the map Students read the first paragraph and share their findings. Develop students' ability to extract key information quickly
While reading
Step 3 Skimming 1.What's the main idea of the passage This passage is a ________________ about Li Lan's travel in _______________. She liked the city a lot. She visited many places and experienced their _______________. a travel journal San Francisco diverse cultures 2. Skim for basic information Who: _________ Where: visit ________________ When:______________ What: Li Lan recorded _____________________________________ How the author develops the travel journal: in_____ order. Students skim the text and find the topic sentences or key words of each paragraph to conclude the main idea of each paragraph. Practice skimming to identify the main idea of the text and each paragraph.
Step4 Scanning 3.Scan Li Lan's travel journal and find out the places that she has been to or plans to visit. Li Lan's route Students scan the text and find the key words to answer the questions. Practice scanning ability and concluding ability.
Post-reading
1.What kind of city is San Francisco 2. What makes San Francisco such a city
七、板书设计
WhenWhereWhat did the writer do/see Para1: todayRedwood Forestand many beautiful old buildings，big _____ great _______ of the city the ______，and the ___________________ Para2: morningMission District walked around looking at_______________ ate some delicious ______________________Para3: afternoonLocal museum learnt that America got ___________from Mexico in 1848 some Chinese opened up_________________,found jobs on farms, joined the _________ or build the ______Para4:eveningChinatown many good ___________________ ate at a __________________ restaurantPara5:tomorrowRichmond District go to a _________
八、核心素养体现
基于本篇文章，阅读旅行日记，了解旧金山的城市风貌、文化特色，以及加利福尼亚州的历史，体会多元文化对美国的影响。让学生体验感受异国文化，拓展学生的眼界，了解文化多元化。 了解多元文化现象，理解美国多元文化形成的根源和社会背景，拓宽国际视野，提升文化理解和鉴别能力。

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