Unit 3 Diverse Cultures Reading and Thinking 教学设计 -2023-2024学年高中英语人教版（2019）必修第三册

Unit3Period 2 Reading and Thinking Learn about a city that has diverse cultures 教学分析 教学目标 By the end of this period,students will be able to 1. know more about the diverse cultures of San Francisco. 2.figure out the main structure of the passage. 3.judge the writing purpose and the source of the passage. 4. express their own ideas on the given topics by critical thinking. 教学重点 1. Apply different approaches of discourse analysis to deepen the understanding of the text and the language use. 2.Explore and understand the travel journal of diverse cultures of San Francisco. 教学过程设计 Step I Lead-in * Teacher: Show students a map of America and ask students to find out Mississippi River,Rocky Mountains,Pacific Ocean,Atlantic Ocean,Canada,Mexico and focus on California and San Francisco. * Students: Try to describe what they see and express what they know about California and San Francisco. （设计意图：引入阅读话题，激活学生的背景知识，引起他们的阅读期待。） Guided questions: 1.What can you see in the pictures? 2. A Chinese girl, Li Lan,has taken a trip to San Francisco,and she wrote a travel journal. What do you think she might write about in her journal? Suggested answers: 1.I can see Mississippi River,Rocky Mountains,Pacific Ocean,Atlantíc Ocean,Canada,Mexico and San Francisco. 2.I think Li Lan might write about her impressions of San Francisco and the history,cultures,gold rush and a melting pot. Step II Guided discourse analysis * Teacher: Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well. * Students: Dig into the whole text and find out the diverse cultures of San Francisco. ［设计意图：本环节旨在帮助学生借助语篇分析模式，深入语篇，解构语篇主题与内容。学生借助语篇分析模式，深入语篇，以“主旨一话题一线索一过渡”为支架，解构语篇主题与内容。运用“话题与词汇的逻辑语义关系”，理解语篇的衔接与连贯。］ 注意：6T指 Text（语篇），Task（任务），Topic（话题），Thread（线索），Transition（过渡），Theme（主题）。 Guided questions: 1.What is the text mainly about? 2.What's the main idea of each paragraph? 3. What thread and transition does the author use in this text? Suggested answers: 1.The text is mainly about Li Lan's travel journal which shows Li Lan's impressions of the diverse cultures of San Francisco. 2. Paragraph 1: Li Lan's first impression of San Francisco. Paragraph 2:Li Lan's impression of Mission District. Paragraph 3:Li Lan's impression of a local museum in California. Paragraph 4:Li Lan's impression of Chinatown. Paragraph 5:Li Lan plans to go to Richmond District. 3. Thread:Li Lan's feelings in different places. before coming to San Francisco-in the morning-in the afternoon-in the evening-tomorrow evening Transition:San Francisco's diverse cultures the Redwood Forest,Napa Valley-the Mission District-a local museum-Chinatown-the Richmond District Step IIl Pragmatic analysis * Teacher: Let students analyse the pragmatic value of the text through different angles. * Students: Analyse the text and supply evidence presented in the passage. ［设计意图：通过“自上而下（Top-down approach）”的方式，帮助学生多层次、多角度地分析语篇传递的意义，帮助学生深刻理解语篇，把语言学习和意义探究融为一体，引导学生实现深度学习与思维品质的提升。］ Guided questions: 1.What's the writing purpose of the article? 2. To whom does the author write this article? 3. Where can you possibly read this article? Suggested answers: 1. The author intends to tell us and introduce the diverse cuItures of San Francisco. 2.Those who are interested in diverse cultures and San Francisco. 3. We can possibly read this article in travel brochures,newspapers or magazines. Step IV Critical thinking * Teacher: Facilitate students to try to personalize the subject from different perspectives. * Students: Discuss in groups and express their ideas of the question. （设计意图：培养学生运用由此及彼的迁移性思维、思辨思维的能力。） Guided 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 the 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 to most other Chinese cities. There is a big Russian influence there,with beautiful Russian architecture and lots of interesting restaurants. I learnt 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. The challenges:People may have troube communicating or understanding each other. Step V 核心素养专练 1. Do some research on other cities about diverse cultures and make a report. 2.Write a brief travel journal about one of your travels with the topic-related vocabularies, following a general-particular pattern. 教学反思 本文是一篇旅游日记体文章，记录作者一天中所发生的事情。作者按照时间顺序叙述了自己在旧金山一天的行程。第一段描述了作者对旧金山的第一印象。第二、三、四、五段分别叙述了作者上午、下午、傍晚在旧金山的活动和所见所闻，以及第二天的安排。文章主题意义为作者在一天的旅行中体会到多元文化体现在这个城市的各个方面。 本节课的设计重点在于培养学生利用语篇知识深化语篇分析能力，同时启发学生的思辨能力。通过一系列理解活动，帮助学生理清文章的篇章结构，把握文章的内在逻辑顺序。不足之处在于，学生对语篇解读技能的掌握尚有不足，需要在老师的启发下才能完成阅读任务，这一方面在以后的阅读中要加以强化。 学科网（北京）股份有限公司 $$