Unit3 Diverse Cultures 单元教学设计-2024-2025学年高中英语人教版（2019）必修第三册

单元教学计划 第三单元 单元 教材 分析 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冢，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，同时又具有备自独特的文化传统，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，并數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。 单元 教学目标 词汇：能正确使用下列单词和词块。 diverse, cheese, admit, definitely, occur, downtown, mission, district, comic, afierwards， seek, earn, select, china, jazz, bar, diagram, journal, claim, series, minority, escape, Atlantic, financial, poetry, jeans, boot, mushroom, poison, fold, super, collection, percentage, climate, mild, settle, construction, material, suit, item, contain, neat fortune cookie, head to, seek one's fortune, earn a living, series of, apart from, bring about, to name but a few, (at) first hand 语法：能够理解英语中省略的用法，并在适当的语境中正确运用省略。 语篇： 1.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。 2.阅读旧金山中国城的旅游宣传简介，掌握这类文章的文本结构、内容要点以及语言风格等。 表达： 1. 能够在会话中合理运用交流技巧，表达出对所谈事物的关注和兴趣，深化互动交流，提升交际效果。 2. 能够写一篇短文，全面、准确、有条理地介绍自己居住的城市或小镇，包括当地的文化特色。 1.能够使用基本的速记方法，如缩写、简写、符号等，有选择地记录听力信息。 2.能够利用结构图梳理文本信息，分析语篇脉络结构，提升语篇分析意识和能力。 1.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。 2. 理解中国文化的多样性，学习并了解我国少数民族文化，坚定文化自信，拥护民族团结，增强中华民族自豪感。 梳理语篇逻辑，使用结构图整理文本信息，培养提取、筛选、概括和分析信息的能力，发展逻辑思维能力和创新思维能力；从多元文化视角观察和认识世界，学会探究和分析多元文化现象及其历史渊源，正确解读不同文化的价值观，培养批判性思维能力。 单元 教学重点 1.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。 2. 理解中国文化的多样性，学习并了解我国少数民族文化，坚定文化自信，拥护民族团结，增强中华民族自豪感。 单元教学难点 梳理语篇逻辑，使用结构图整理文本信息，培养提取、筛选、概括和分析信息的能力，发展逻辑思维能力和创新思维能力；从多元文化视角观察和认识世界，学会探究和分析多元文化现象及其历史渊源，正确解读不同文化的价值观，培养批判性思维能力。 教学课时分配 Period 1 Listenning and speaking Period 2 Reading and thinking Period 3 Language points Period 4 Discovering useful structures(1) Period 5 Discovering useful structures(2) Period 6 Reading for writing（1） Period 7 Reading for writing（2） 课题 Unit 3 Diverse cultures Period 1 Listening and Speaking 课型 听说课 课时 1 备课时间 2025.5.6 上课时间 主备教师 陈珊珊 上课教师 学科核心素养目标 By the end of this class, the students will be able to 1.acquire listening skills like grabbing the main idea and taking notes for key information; 2.understand the characteristics of food in a multicultural America by listening to a conversation.； 3.use topic-related vocabularies to describe food ； 教学重点 understand the characteristics of food in a multicultural America by listening to a conversation. 教学难点 use topic-related vocabularies to describe food； 学科思政 了解各个国家的历史文化的多样性 教法学法 Learning by listening to the teacher and practicing 教学用具 textbook, ppt 教 学 过 程 教学内容 师生双边活动 个性化调整 导入 Step 1. Lead in 1. Read this title and discuss the meaning of diversity. 2. Look at the opening page and discuss the questions. (1) What can you see in the photo? (2) Where might it be taken? (3) Does it show the diversity cultures? 新课教学 Step 2 Pre- listening：Teacher asks the following questions: 1、 Show some pictures of food and ask the student：“Do you know which country the following food comes from ?”And then ask the student try to match the food with the countries. 2.Ask student to list more food about the USA. Step3 While–Listening(引导学生掌握知识环节) Task 1. 1. Look at the photos of American food and match them with their names. Then guess which countries' cuisine菜肴 influenced the food's invention发明. 2. Try to use some simple words to describe the four kinds of food. 3. Listen to a radio interview about American food and check whether your answers to Activity 1 are correct. Task 2. Listen to the conversation and answer the following questions. 1. Where does the conversation most probably take place?( ) A. In a restaurant B. In a radio studio C. On the street 2. What’s the relationship between the speakers?( ) A. Host and guest B. Teacher and student C. Employer and employee 3. What’s the topic of the conversation?( ) A. American table manners B. American eating habits C. Cultural influences on American food Task3. Listen to the interview again and complete the notes below. Names of food Notes Hamburger · mix of _________ + ___________ cultures Nachos · ______________ corn chips covered in cheese · made by _________________ cook for _________________ Fortune cookie · invented in _____________ about _____ yrs ago · a piece of __________ with _________ on it inside cookie Gumbo · spicy stew · invented in N.O. about _____ yrs ago · mixes____________,______________, ________________, + Spanish cooking Step 4 Post-listening · Pair work 1.Imagine you are invited to a potluck dinner at an American friend's house: · Introduce the potluck dinner. 2.How to describe the dish? Nacho墨西哥玉米片:Small pieces of thin corn chips mixed with beans, cheese, spices, etc. Fortune cookie幸运曲奇:A crisp hollow(空的) cookie containing a piece of paper with short message消息on it. Gumbo海鲜汤 :A thick soup(汤) with seafood inside, a spicy stew(炖菜) Hamburger汉堡包:A sandwich with cooked meat and some vegetables between two pieces of bread . 课堂演练 Summarize the origins of American food 作业布置 1.大册P48-50,背15个单词 板书设计 Unit 3 Diverse Cultures Listening and Speaking The origins of American food Hamburger:German+American culture Nachos:made by Mexican cook for American customers Fortune cookie:invented in San Francisco Gumbo: invented in N.O. mixes French,African,Native American,+Spanish cooking 教学反思 课题 Unit 3 Diverse Cultures Period 2 Reading and thinking 课型 阅读课 课时 1 备课时间 5.1 上课时间 主备教师 胡旭霞 上课教师 学科核心素养目标 1.Read travel journal to learn some information about San Francisco, such as the city life, cultural features, and the history of California. 2. Analyse the structure of the passage using the diagrams to improve their abilities and awareness. 3.Perceive the world from different angles and multicultural points of view. Learn to explore and analyse multicultural phenomenon and the historical origins. 4.Be aware of multicultural phenomenon , the historical origins and the background to broaden their international view. 教学重点 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. 教学难点 Read deeply to understand formation and development of “DIVERSE CULTURES”. 学科思政 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。 教法学法 cooperative 教学用具 textbook, ppt 教 学 过 程 教学内容 师生双边活动 个性化调整 导入 Step 1. Words-revision: admit definitely occur downtown mission district graffiti comic afterwards Step2. Lead-in: Look at the viedo and learn about the background of the passage 新课教学 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 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) Task 2: Skim and match the main ideas with each paragraph. Task 3:Reading for structure Who: _________ Where: _____________________ When: ___________________ What: _____________________________________ How: the author develops the text: in ______order. Task 4: 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 5: 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. 答案occurred downtown District definitely admit region 课堂演练 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. 答案：tobe,rebuilding,occurred,that,living,farms,connected,different,beautiful,a. 作业布置 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. 板书设计 Unit 3 Diverse Cultures Period 2 Reading and thinking 教学反思 ( 1 )学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 课题 Unit 3 Diverse Cultures Period 3 Language Points 课型 阅读课 课时 2 备课时间 上课时间 主备教师 胡旭霞 上课教师 学科核心素养目标 1）通过学习单词和短语的意义及用法，能够根据句子意义选填正确的单词形式 （单词短语包括： admit、occur、definitely、downtown、Mission District、used to do...、afterwards、head to、seek one’s fortune、earn a living、immigrants、a bit of、select、jazz bar.）； （2）通过掌握重点单词短语和句型，能够填空掌握重点句型。 教学重点 通过学习单词和短语的意义及用法，能够根据句子意义选填正确的单词形式 （单词短语包括： admit、occur、definitely、downtown、Mission District、used to do...、afterwards、head to、seek one’s fortune、earn a living、immigrants、a bit of、select、jazz bar.）； 教学难点 通过掌握重点单词短语和句型，能够填空掌握重点句型。 学科思政 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。 教法学法 Cooperative 教学用具 textbook PPT 教 学 过 程 教学内容 师生双边活动 个性化调整 导入 Step 1: Review 新课教学 Para.1 [1] I have to admit that it definitely feels good to be back in the city again. 我得承认，再次回到城里的感觉实在是太棒了。 1.admit :v.承认 2.Definitely：adv. 肯定；确实 语法知识： 1.admit (to sb.)that…: （向某人）承认某事 2.it definitely feels good to be back… :it 作形式主语，真正的主语是to be back in the city again. [2] And what a city—a city that was able to rebuild itself after the earthquake that occurred in 1906. 多么神奇的一座城市啊——一座1906年（发生）大地震之后重建的城市。 语言积累： 1.be able to do:能够做某事 2.rebuild itself ：重建 3.occur: vi.发生，存在 4.It occurred to sb. that… :某人想到某事 语法知识： 1.a city that … after the earthquake that….:两个that引导的都是定语从句，第一个that先行词为city，第二个that先行词为earthquake Para.2 [1]My hotel is near downtown, in the Mission District, one of the oldest parts of the city. 我住的旅馆靠近市中心，位于教会区，这是旧金山最古老的街区之一。 1.downtown:adv.在市中心；往市中心 2.mission: n.传教（区）；重要任务；使命 3.district:n.地区 语法知识： one of the oldest parts of the city : one of +the+形容词最高级+可数名词复数 [2]This district used to be a poor area of town, but is now a centre for art, music, and food. 这个区过去是城里的一个贫困区域，而现在是艺术、音乐和美食中心。 used to be:过去是… a centre for…:是……的中心 [3]Afterwards ,I ate some delicious Mexican-Chinese noodles from a food truck. 随后，我吃了一份快餐车售卖的美味的墨西哥式中国面。 1. afterwards: adv.以后；后来 2. a food truck: 快餐车 3. Mexican-Chinese noodles:墨西哥式中国面 [4]A real mix of cultures here! 这真是文化的交融啊！ a mix of…:……的交融 Para.3 [1]In the afternoon, I headed to a local museum that showed the historical changes in California. 1.head to:前往 2. historical changes：历史变迁 [2]I learnt that America got California from Mexico in 1848. 我了解到，1948年美国从墨西哥手中得到加利福尼亚。 learn that…:了解到 语法知识： learn的过去式：learnt/learned 过去分词: learnt/learned [3]Over 300, 000people came from all over the world to seek their fortune, and San Francisco quickly became a big city. 世界各地30多万人蜂拥而至，在这里谋出路，旧金山迅速成为一座大都市。 1.all over the world : 全世界 2.seek one’s fortune:外出闯荡 3.seek过去式：sought 过去分词：sought 我收拾好行囊，去北京闯荡：I packed up my things and went to Beijing to seek my fortune. [4]To earn a living, some opened up shops and restaurants in Chinatown. 为了谋生，有些人在唐人街开商店、开餐馆。 语言积累： earn a living/ earn one’s living: 谋生(=make a/one’s living) 他靠在一所语言学校教书谋生:He earns his living by teaching at a language school. Chinatown: n.唐人街 语法知识： To earn a living:作目的状语 Para.4 [1]I selected a Cantonese restaurant that served its food on beautiful china plates. 我挑了一家粤菜馆，他们端出来的菜肴是放在精美的瓷盘子上的。太好吃了！ select: vt.挑选，选择 selective: adj.选择性的 selection: n.挑选，选择；可供选择的人或事 china:n.瓷 语法知识： that served its food on beautiful china plates: that引导的定语从句修饰restaurant 课堂演练 作业布置 workbook-P73.1,4 板书设计 Unit 3 Diverse Cultures Period 3 Language Points 教学反思 课题 Unit 3 Diverse cultures Period4 Discovering useful structure（1） 课型 语法课 课时 第1课时 备课时间 4.25 上课时间 主备教师 任月霏 上课教师 学科核心素养目标 1. 语言能力 学生能够在语境中分析并理解词汇及构词法的类别和形式，构建本课主题下的词汇网，扩充词汇量。能够在相关的语篇或句子中正确理解省略，并在语境下正确使用这一形式进行准确合理的表达。 2. 学习能力 能够通过观察、分析、比较和探究的方式自主学习和和运用语言知识，形成有效的学习策略。 3. 文化意识 能够进一步了解并认识多元文化现象，理解中国文化的多样性，坚定文化自信，拥护民族团结，增强中华民族自豪感。 4. 思维品质 通过细读文本，分析已有信息，训练概括和推理的思维判断能力。能够深入探讨和反思多元文化对自身发展的影响。能够培养创造性思维能力，能够在语境中灵活运用所学知识。 教学重点 学会简单句、并列句和复合句中省略的规则并能进行运用。 教学难点 在真实语境中正确运用省略。 学科思政 了解各个国家的历史文化的多样性，增加学生的文化自信与民族自信。 教法学法 Cooperative、reflection and summary 教学用具 testpaper、blackboard 教 学 过 程 教学内容 师生双边活动 个性化调整 导入 Step1. Lead-in （1）Teacher ask students to read the passage and answer the question: Read the following sentences and find the words that have been omitted to avoid repetition and answer the following questions. 1.A:Oh,I just love nachos! Mexican corn chips covered in cheese! B:Me,too. 2.A:So its the food of many different cultures,all in one dish? B:Exactly. 3.A real mix of cultures here! 4.Can't wait! Q1:Why use ellipsis in sentences? Q2:What sentence elements are omitted? 新课教学 Step2. Presentation Part One Ellipsis in simple sentence简单句中的省略 1. (You) Go down this street, turn right and you’ll find it. 2. (Is there) Anything else? 3. — Excuse me, are you from the UK? — Yes, I am (from the UK). 4. What a beautiful jasmine flower (it is)! 1. 祈使句的省略。在祈使句中，通常省略主语_____。 2. there be 句型省略_________。 3. 疑问句的答语省略。 4. 感叹句的省略。在 what 和 how 引导的感叹句中常省___________。 Part Two Ellipsis in compound sentence复合句中的省略 1.省略共同的主语或宾语。 *Mr. Smith picked up a coin on the road and (Mr. Smith) handed it to a policeman. 史密斯先生在路上拾起一枚硬币，并把它交给了一位警察。 2.若主语不同而其后的助动词、情态动词相同，则省略后面的助动词或情态动词。 *Jack must have been playing football and Mary (must have been) doing her homework. 杰克肯定一直在踢足球，玛丽在写作业。 3. 若句子中前半句与后半句的主语与谓语动词相同，则省略后面的谓语成分。 *His approach to solving the problem made me happy, but (made) Jim angry. 他的解决该问题的方法使我高兴，但使吉姆愤怒。 4. 若主语不同，但主要动词及后续部分相同，则省略后面的主要动词及后续部分。 *I was born in winter in 1988 and Bob (was born in winter) in 1987. 我出生于 1988年冬天，鲍勃是 1987 年冬天。 复合句中的省略 1. 宾语从句的省略。 ①I truly believe that beauty comes from within. ②He said that the text was very important and that we should learn it by heart. ⑴及物动词后接宾语从句时连接词that一般可以省略；但如果及物动词接两个或两个以上that引导的宾语从句时只有第一个that可以省略。 ④I know that a movie star will come to our city but I don’t know when he will come to our city. ⑤Please pass me one of these books, I don’t care which you pass me. 2.状语从句的省略 1. When (the novel is) published, the novel will become one of the best sellers of the year. 2. Though (they were) tired, they went on with the work until it was finished. 3. He did as (he was) told by his mother. 4.He put up his hand as if (he were) to say something at the meeting. 5. If (it is) possible, I will go there with you for a dictionary. 课堂演练 课本P30-2 作业布置 课本P74 1-3 板书设计 Unit 3 Diverse Cultures Discovering Useful Structures 教学反思 课题 Unit 3 Diverse cultures Period5 Discovering useful structure（2） 课型 语法课 课时 第1课时 备课时间 4.25 上课时间 主备教师 任月霏 上课教师 学科核心素养目标 语言能力 学生能够在语境中分析并理解词汇及构词法的类别和形式，构建本课主题下的词汇网，扩充词汇量。能够在相关的语篇或句子中正确理解省略，并在语境下正确使用这一形式进行准确合理的表达。 学习能力 能够通过观察、分析、比较和探究的方式自主学习和和运用语言知识，形成有效的学习策略。 文化意识 能够进一步了解并认识多元文化现象，理解中国文化的多样性，坚定文化自信，拥护民族团结，增强中华民族自豪感。 思维品质 通过细读文本，分析已有信息，训练概括和推理的思维判断能力。能够深入探讨和反思多元文化对自身发展的影响。能够培养创造性思维能力，能够在语境中灵活运用所学知识。 教学重点 学会简单句、并列句和复合句中省略的规则并能进行运用。 教学难点 在真实语境中正确运用省略。 学科思政 了解各个国家的历史文化的多样性，增加学生的文化自信与民族自信。 教法学法 Cooperative、reflection and summary 教学用具 testpaper、blackboard 教 学 过 程 教学内容 师生双边活动 个性化调整 导入 Check the homework Rewrite the sentences by taking out the unnecessary parts. ① You mean you are planning a trip across the Atlantic for a holiday? It sounds like a good idea. ② He tried to solve his financial problems, but he couldn’t solve the problems. ③ If it is necessary, I’ll finish my report on American poetry as soon as it is possible. ④ Are you going to dress like that? Wearing a dress might be better than wearing jeans and boots . ⑤Some wild mushrooms are poisonous and some are not poisonous. ⑥ I really like that paper folding book, and my son likes that paper folding book, too. 新课教学 Step2. Presentation 其他情况的省略 1. — Will you go with me ? — Well, I’d like to (go with you). 2. He didn’t come, but he ought to have (come). 3. I saw the boy fall from the tree. The boy was seen to fall from the tree. 4. She’d like to take off her coat and have a break. 5. It’s more difficult to do than to say. 做比说难(强调语意前后对比)。 介词的省略 1. 一些常和动词、名词或形容词一起搭配的介词常省略，而保留其后的动名词，常见句型有：spend/waste time (in) doing, lose no time (in) doing, have difficulty/trouble (in) doing, be busy (in) doing, stop/prevent sb (from) doing 等。 *The heavy rain prevented him (from) arriving there on time. 大雨使得他没能准时到达那里。 2. 表示时间的介词at, on 和 in用在next, last, this, these, yesterday, tomorrow, every, each, some, all 等词之前，一般都要省略；用在一段时间状语之前的 for 也可省略（否定句中不能省略 for） *We have been here (for) three weeks. 3. 表示行为方式的 in 在 in this way, in the same way, in another way 等词组中，经常被省略。 He did it (in) this way rather than (in) another way. 课堂演练 1. I had some difficulty ________ (find) a suitable seat in that restaurant. 2. — Do you think our team will win? — I don’t think _____. 3. — Will you join us and play with us? — I would love ____. 4. The busier (he is), ____________ (happy) he feels. 5. The exhibition is more interesting than _________ (expect). 6.I have some trouble _________ (work) out the maths exercise. 7.The boy wanted to ride in the street, but his mother warned him not ___. finding so to the happier expected working to 作业布置 informal letters. Rewrite these sentences using ellipsis. ① Taking photos is not allowed here. ② You should not walk on the grass. ③ There will be roadworks ahead. ④ There may be children crossing the road ahead. ⑤ The sooner it happens,the better it will be. ⑥ A millionaire was poisoned in his home in Beverly Hills. ⑦ The plane crash in Colorado last week claimed 15 lives. ⑧ There is an exhibition of fine china at the museum. 答案：①No photos. ②Stay/Keep off the grass. ③Roadworks ahead. ④Children crossing ahead. ⑤The sooner，the better. ⑥Millionaire poisoned（in Beverly Hillshome）. ⑦Plane crash claimed 15 lives. ⑧Exhibition of fine china. 板书设计 Unit 3 Diverse Cultures Discovering Useful Structures 教学反思 课题 Unit 3 Diverse Cultures Period 6 Reading for writing 课型 读写课 课时 第1课时 备课时间 5.1 上课时间 主备教师 古丽米拉 上课教师 学科核心素养目标 1. Enable students to acquire some basic information about San Francisco’s Chinatown. 2. Enable students to figure out the organization and language feature of the text. 3. Guide students to write an introduction to your city/town and write an outline of your introduction. 教学重点 1.Analyze the organization and language feature of the text. 2. Cultivate students to write an introduction to your city/ town properly and concisely according to an actual situation. 教学难点 1.Enable students to figure out the organization and language feature of the text. 2.Guide students to introduce their city or town in a comprehensive, accurate and organized way. 学科思政 Understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism; 教法学法 cooperation, pair work 教学用具 textbook, ppt 教 学 过 程 教学内容 师生双边活动 个性化调整 导入 Step 1. Prediction Teacher shows the questions and asks students to read the title and the picture in order to make predictions. 1.What do you think the passage is? A. A piece of news B. An introduction to a place C. A personal recount. D. A diary entry 2.Who are the targeted readers? 3.What is the writer’s purpose of writing this text? keys: B Visitors To introduce Chinatown. / To attract more visitors. 新课教学 Step2:Reading for main idea. 1.Read the text quickly and match the main idea of the passage. Para.1　A. The characteristic of Chinatown. Para.2 B. The history of Chinatown. Para.3 C. The introduction of Chinatown’s shops and products. Para.4 D. The origin of Chinatown. Para.5 E. The existence value of Chinatown. Para.6 F. The famous food and drinks of Chinatown. Suggested answers: Para.1:A　Para.2:D　Para.3:B　Para.4:C　Para.5:F　Para.6:E Step3.Work on Activity 2. Study the organisation and language features. 1.How did the writer arrange his/her ideas? Brief Introduction(Para 1) Body(Para 2-Para 5) Detailed Introduction Summary(Para 6) the importance of Chinatown 2. What information is included in the introduction? Tick the items that are mentioned. 3.Underline the sentences that are used to describe the items above. Location: in San Francisco Climate: mild all year round History: Chinese immigrants settled in the area during the railroad construction and gold rush period Ethnic groups: the majority of residents in Chinatown are still ethnic Chinese Languages: many of whom do not speak English fluently Famous figures: Robert Louis Famous food/drink: traditional dishes from all over China Tourist attractions: Dragon Gate, Tin How Temple, Bank of Canton, Portsmouth Square Business and industries: souvenirs, goods, and clothing; all kinds of traditional Chinese herbal medicine; Chinese tea stores 课堂演练 Activity 3 作业布置 How to write an introduction to a place? 板书设计 Unit 3 Diverse Cultures Period 6 Reading for writing 教学反思 课题 Unit 3 Diverse Cultures Period7 Reading for writing 课型 读写知识点课 课时 第2课时 备课时间 5月1日 上课时间 主备教师 古丽米拉 上课教师 学科核心素养目标 1. Enable students to acquire some basic information about San Francisco’s Chinatown. 2. Enable students to figure out the organization and language feature of the text. 3.Guide students to write an introduction to your city/town and write an outline of your introduction. 教学重点 1. Analyze the organization and language feature of the text. 2.Cultivate students to write an introduction to your city/ town properly and concisely according to an actual situation. 教学难点 1. Enable students to figure out the organization and language feature of the text. 2. Guide students to introduce their city or town in a comprehensive, accurate and organized way. 学科思政 Understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism; 教法学法 cooperation, pair work 教学用具 textbook PPT 教 学 过 程 教学内容 师生双边活动 个性化调整 导入 Step 1Review Write an outline of your introduction 新课教学 Step 2　Writing Use what you have learnt to write an introduction to your city/town. 1.In groups, brainstorm as much information as possible about your city/town and its culture. Then write an outline of your introduction. ①What is unique about your city/town? ②Is it a city/town with diverse cultures? ③What examples can you give to illustrate its feature? Suggested answers: ①My city is distinctive cultural identity. ②Yes, it is a city/town with diverse cultures. ③I will give examples such as history, population...to illustrate its features. 2. Writing---Words and phrases 1. is located in/on 位于，坐落  2. has a history of...years 有......年历史 3. cover an area of... 占地……(面积)  4. has a population of 有……人口  5. take on a new look 呈现新的面貌 6. be home to... 是……的家园 7. 政治、文化中心 the political and cultural center 8. 四季分明 four distinct seasons 9. 改革开放政策 the reform and opening-up policy 10. 发生巨大变化 great changes have taken place 11. 为......做出贡献 make contributions to 12. 吸引......的注意力 draw the attention of 3.Writing---make sentences 1. 北京人口约2 000万, 面积16 000多平方千米。 Beijing has a population of about 20,000,000 and covers an area of more than 16, 000 square kilometers. 2. 北京位于华北平原北部。Beijing is located in the north of the North China Plain. 3. 北京四季分明, 夏季炎热多雨, 冬季寒冷干燥。 Beijing has four distinct seasons. It is hot and rainy in summer and cold and dry in winter. 4. 北京是中国的政治、文化中心。Beijing is the political and cultural center of China. 5.它成功举办了2008年奥运会, 吸引了世界的眼光。 It successfully hosted the 2008 Olympic Games and drew the attention of the world. 6.北京有很多旅游景点, 如天安门、故宫、长城和鸟巢等。 There are many places of interest,such as ian’anmen Square, the Forbidden City, the Great Wall and the Bird’s Nest. Step3.write an introduction to your city/town. Step4. Evaluating and polishing the draft 1.Exchange drafts with your partner. Use the checklists to give feedback on each other’s draft. · Is the city/town introduction clear? · Is the information specific and are the facts correct? · Does the city/town introduction contain all the important information? · Is the information arranged in a good order? · Does the passage have a proper beginning and conclusion? · Are there any grammar. spelling. or punctuation errors? 2.Get your draft back and revise it. 3.Polish your draft and share it with your partner 课堂演练 Activity 4 作业布置 Perfect your introduction to your city/town 板书设计 Unit 3 Diverse Cultures 1.be located in/on 位于，坐落  2. has a history of...years 有......年历史 3. cover an area of... 占地……(面积)  4. has a population of 有……人口  教学反思 $$