Unit 3 Diverse Cultures-Reading and Thinking 教案-2024-2025学年高中英语人教版（2019）必修第三册

教学设计 课程基本信息 学科 英语 年级 高一 学期 秋季 课题 Unit 3 Diverse Cultures-Reading and Thinking 教学目标（Four-Dimensional Key Competencies） Knowledge: Master key vocabularies (e.g., diverse, heritage, immigrant) and expressions about cultural diversity; understand the structure of the text introducing cultural fusion in places like San Francisco. Skills: Develop abilities to skim for main ideas and scan for specific details; learn to analyze how examples illustrate cultural diversity. Cultural Awareness: Appreciate the value of cultural coexistence and mutual learning; reflect on cultural diversity in daily life. Affective Goals: Foster respect for different cultures and a sense of global citizenship. 重难点（Key and Difficult Points） Key: Grasping the text’s theme of cultural diversity and its manifestations; using target language to discuss cultural fusion. Difficult: Analyzing the relationship between examples and the central idea; understanding the deeper significance of cultural diversity beyond surface descriptions. 教学过程 Teacher: Good morning, class! Today, we are going to embark on an exciting journey through different cultures, right here in the classroom. We'll be focusing on the reading material in Unit 3 - "Diverse Cultures". Before we start, let's think about this: What comes to your mind when you hear the word "diverse cultures"? Raise your hands and share your thoughts. Student 1: Different languages, like English, Chinese, and Spanish. Teacher: Great. Language is indeed a significant part of culture. What else? Student 2: Different foods, like pizza from Italy, sushi from Japan, and dumplings from China. Teacher: Absolutely! Food is a delicious way to experience diverse cultures. Now, let's take a look at the title of our reading passage. It's "Wednesday, 21 June". From the title, what can we guess this passage might be about? Student 3: Maybe it's a diary entry, and it could be about the writer's experiences on that day. Teacher: That's a very good guess. Now, let's start reading the passage together. I'll read the first part aloud, and then we'll stop and discuss. Teacher: "Today was my first day back in San Francisco after camping in the Redwood Forest and visiting the wine country of Napa Valley. I have to admit that it definitely feels good to be back in the city again. And what a city—a city that was able to rebuild itself after the earthquake that occurred in 1906. There are so many beautiful old buildings—many sitting on top of big hills, offering great views of the city, the ocean, and the Golden Gate Bridge." Teacher: So, class, what do we learn from this part? What kind of city is San Francisco? Student 4: It's a city that has been rebuilt after an earthquake in 1906. And it has many beautiful old buildings on big hills with nice views. Teacher: Exactly. The earthquake in 1906 was a huge disaster, but the people of San Francisco showed great resilience and rebuilt their city. Now, let's move on to the next part. I want you to read this part silently and then tell me what makes the Mission District special. Teacher: "My hotel is near downtown, in the Mission District, one of the oldest parts of the city. Many of the people living here are from Mexico or Central America. This district used to be a poor area of town, but is now a centre for art, music, and food. In fact, an art movement called the “Mission School” started here. It’s influenced by graffiti art and comic art. I walked around looking at the street art for a few hours. It was quite modern and lively. Afterwards, I ate some delicious Mexican - Chinese noodles from a food truck. A real mix of cultures here!" Student 5: The Mission District is special because it has a lot of people from Mexico or Central America. It has changed from a poor area to a centre for art, music, and food. And there's an art movement called the "Mission School" which is influenced by graffiti and comic art. Also, there are unique food like Mexican - Chinese noodles. Teacher: Very comprehensive answer. The Mission District is a prime example of how cultures can blend and create something new. The art movement, the people, and the food all contribute to its unique cultural identity. Now, let's analyze the language used here. The writer says "A real mix of cultures here!" What does this sentence imply? Student 6: It means that in the Mission District, different cultures are combined. The art, the people, and the food are all from different origins but co - exist and mix together. Teacher: Right. This shows us how diverse cultures can interact and form a new, vibrant culture. Now, let's move on to the next part of the reading, which is about the history of California. This part is a bit more complex, so we'll read it together again. Teacher: "In the afternoon, I headed to a local museum that showed the historical changes in California. I learnt that America got California from Mexico in 1848. In the same year, gold was discovered near San Francisco, which started a gold rush. Over 300,000 people came from all over the world to seek their fortune, and San Francisco quickly became a big city. Many Chinese arrived during this period. To earn a living, some opened up shops and restaurants in Chinatown. Many others found jobs on farms, joined the gold rush, or went to build the railway that joined California to the eastern region of the country. The museum did a really good job of showing how America was built by immigrants from different countries and cultures. When these immigrants left their countries, they carried a bit of home in their hearts, and built a new home here." Teacher: Now, let's discuss. How did the discovery of gold in 1848 change San Francisco? Student 7: It started a gold rush. Over 300,000 people came from all over the world to seek their fortune, and San Francisco quickly became a big city. Teacher: Correct. And what role did the Chinese immigrants play during this time? Student 8: They opened up shops and restaurants in Chinatown. Some worked on farms, joined the gold rush, or helped build the railway that connected California to the eastern part of the country. Teacher: Very good. The Chinese immigrants made significant contributions to the development of San Francisco and California. Their hard work and perseverance are an important part of the history of this region. Now, let's think about the significance of the museum's display. Why is it important to show how America was built by immigrants from different countries and cultures? Student 9: It helps us understand that America is a diverse country. All these different immigrants brought their own cultures and skills, and together they built America. It shows that diversity is important for a country's development. Teacher: Excellent point. Understanding the role of immigrants in building a country can help us appreciate cultural diversity and the value of different contributions. Now, let's move on to the last part of the reading. Teacher: "This evening, I went to Chinatown. There were so many cafés and restaurants to choose from. I selected a Cantonese restaurant that served its food on beautiful china plates. What great food!" Teacher: What can we infer from the writer's experience in Chinatown? Student 10: Chinatown in San Francisco has a lot of Chinese - style cafés and restaurants. And the food there is very good. It shows that Chinese culture has a strong presence in San Francisco. Teacher: Right. Chinatown is not only a place for Chinese immigrants to live and work but also a place where Chinese culture is preserved and shared. Now, let's have a group discussion. I want you to work in groups of four. Discuss how the different cultures in San Francisco, such as the Mexican, Central American, and Chinese cultures, have influenced each other. You can refer to the examples in the text. You have 10 minutes to discuss, and then each group will share their ideas with the class. (Students start discussing in groups. After 10 minutes) Teacher: Alright, let's start with Group 1. Please share your discussion results. Group 1 Spokesperson: In the Mission District, we saw that Mexican and Central American cultures influenced the art, like the "Mission School" which was influenced by their art styles. And the food, like the Mexican - Chinese noodles, shows an influence of Chinese food on Mexican cuisine or vice versa. In Chinatown, although it mainly shows Chinese culture, the fact that it exists in San Francisco means it has been influenced by the local American culture. Also, Chinese immigrants' contributions to building the city, like the railway, have influenced the development of the local area. Teacher: Great job, Group 1. You really analyzed the text well. Now, Group 2, your turn. Group 2 Spokesperson: The presence of different cultures in San Francisco has led to a sharing of ideas. For example, the art in the Mission District is a blend of different art forms from different cultures. The Chinese immigrants brought their skills and work ethic, which influenced the local economy. And the food culture has also been influenced, with new types of food being created through the mixing of different cultures. Teacher: Excellent insights, Group 2. Now, let's think about a broader question. How can we, in our daily lives, promote cultural diversity and understanding, just like in San Francisco? Student 11: We can try different kinds of food from different cultures. Like if there are restaurants from different countries in our city, we can go and try their food and learn about their culture through it. Student 12: We can also make friends with people from different cultural backgrounds. By talking to them, we can learn about their traditions, languages, and customs. Teacher: These are wonderful suggestions. Promoting cultural diversity starts with small steps, like being open - minded, trying new things, and building relationships with people from different cultures. For homework, I want you to write a short essay about a cultural experience you've had. It could be related to food, art, or meeting people from different cultures. Use the language and ideas we've learned today. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$