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

教学设计 课题 Unit 3 Diverse Cultures-Reading for Writing 教学目标 Knowledge: Grasp key vocabularies (e.g., diverse, heritage, integrate) and sentence patterns about cultural diversity; understand the text structure analyzing multicultural communities. Skills: Summarize cultural integration cases; write a short passage introducing a local cultural spot with specific examples. Affect: Appreciate cultural diversity; foster respect for different cultures and awareness of cultural preservation. Learning Strategies: Use context clues to infer word meanings; collaborate to discuss cultural exchange experiences. 重难点 Key: Comprehending how cultures interact and influence each other; applying descriptive language in writing. Difficult: Expressing cultural uniqueness and integration logically; balancing personal perspectives with objective descriptions in the passage. 教学过程 Teacher: Good morning, class! Today, we are going to continue our exploration of diverse cultures, and this time, we are focusing on a very interesting aspect - reading for writing. We'll be looking at how to introduce a place with unique cultural features. So, let's get started! First of all, let's take a little trip in our minds. I want you to imagine that you've just come back from an amazing adventure. You went camping in the Redwood Forest, where the tall trees made you feel so small, and then you visited the wine country of Napa Valley, enjoying the beautiful scenery and the delicious wines. And now, you are back in San Francisco. Can you picture it? Now, who can tell me how they think the author might feel to be back in the city after such an adventure? Student 1: Maybe the author feels excited because the city has a lot of interesting things to offer, like the beautiful old buildings. Teacher: Great answer! And what does the text say exactly? "I have to admit that it definitely feels good to be back in the city again." So, we can see that the author indeed has a positive feeling. Now, let's think about this city, San Francisco. What makes it so special according to the text? Student 2: It's a city that could rebuild itself after the 1906 earthquake, and there are many beautiful old buildings on the big hills with great views. Teacher: Exactly! San Francisco is really remarkable. It shows the city's resilience and its unique charm. Now, let's move on to the Mission District where the author's hotel is located. Can someone describe this district? Student 3: It's one of the oldest parts of the city. Many people living there are from Mexico or Central America. It used to be poor but now it's a centre for art, music, and food. Teacher: Perfect! The Mission District has undergone a big change. And we also learn about an art movement called the "Mission School" that started here. It's influenced by graffiti art and comic art. Now, let's think, why is it important to mention these details about the Mission District? Student 4: Because it shows the diverse culture of the city. Different cultures are mixed together here, like the art and the people from different places. Teacher: Absolutely! The diverse culture is really the highlight. We can see this even more clearly when the author eats Mexican - Chinese noodles from a food truck. It's a real mix of cultures. This is a great example of how a place's culture can be reflected in its daily life, such as food. Now, in the afternoon, the author went to a local museum. What did the author learn there? Student 5: The author learned that America got California from Mexico in 1848, and in the same year, gold was discovered near San Francisco, which started a gold rush. A lot of people came, and many Chinese arrived during this period too. Teacher: Right. This historical information is crucial. It helps us understand how the place developed. The gold rush brought a large number of people from all over the world, and the arrival of the Chinese also had a significant impact. Some Chinese opened shops and restaurants in Chinatown to earn a living, while others found jobs in different ways. So, why do you think the author included this historical part in the description of San Francisco? Student 6: It shows the background of the city's development and how different cultures came to be part of it. The history explains why there are so many diverse elements in San Francisco now. Teacher: Exactly. History is like the root of a place's culture. It shapes the present. Now, let's look at the text more closely. When we want to introduce a place, what elements do we need to consider? We can find some clues from this text. Student 7: Location, like where the Mission District is in the city. And history, as we just talked about the history of San Francisco and how it got California and the gold rush. Teacher: Very good. Location and history are important. What else? Student 8: Culture, such as the art movement in the Mission District and the mix of cultures shown by the food. Teacher: Great! Culture is a key element. And is there anything else? Think about what else we can learn about a place from this text. Student 9: The attractions, like the beautiful old buildings and the views from the hills. Teacher: Right! Attractions are also essential when introducing a place. So, we have location, history, culture, and attractions. Are there any other elements we can think of? Student 10: Climate? Although it's not mentioned much in this part, usually when we introduce a place, we might talk about the climate. Teacher: Excellent point! Climate can also be an important factor. For example, if a place has a very pleasant climate all year round, it can be a big draw for tourists. Now, let's take a look at another text about Chinatown in San Francisco. This will give us more ideas about how to introduce a place with a strong cultural identity. (Teacher distributes the text about Chinatown in San Francisco) Please read this text carefully. While reading, think about how it is organized and what information it provides about Chinatown. (Students read the text) Teacher: Okay, let's start with the first paragraph. What does it mainly tell us? Student 11: It says that the Chinatown in San Francisco is the biggest and oldest in America, and it's a very popular tourist draw. The climate there is mild all year round. Teacher: Exactly. So, in the beginning, it gives us a general introduction, including its size, age, popularity, and climate. This is a good way to start an introduction to a place. It catches the reader's attention. Now, let's move on to the second paragraph. What information can we get from it? Student 12: It tells us about the history. Chinese immigrants settled in the area during the railroad construction and gold rush period. And most of the residents are still ethnic Chinese, and many of them don't speak English fluently. Teacher: Right. The history and the ethnic groups are important parts of a place's identity. This paragraph helps us understand how Chinatown came to be. Now, the third paragraph. What's special about it? Student 13: It mentions the famous tourist sites like the legendary Dragon Gate, the Tin How Temple, Bank of Canton, and Portsmouth Square. Teacher: Good. These tourist attractions are what make Chinatown even more appealing. They are part of the unique charm of the place. Now, the fourth and fifth paragraphs. What do they focus on? Student 14: The fourth paragraph talks about the stores and the goods they sell, like unique Chinese souvenirs, goods, and clothing. The fifth paragraph is about the food, traditional food from all over China that suits everyone's taste. Teacher: Correct. Stores and food are also important aspects when introducing a place. They show the local business and the culinary culture. And finally, the sixth paragraph. What does it summarize? Student 15: It says that Chinatown is an important part of American culture. It allows visitors to experience traditional Chinese culture first - hand. Teacher: Absolutely. This paragraph emphasizes the importance and the value of Chinatown. So, from this text, we can see a clear structure for introducing a place. First, a general introduction, then the history, followed by tourist attractions, stores and goods, food, and finally, the importance of the place. Now, I want you to think about your hometown. If you were to introduce your hometown, how would you organize your writing? What elements would you include? I want you to work in pairs and make a simple outline. (Students work in pairs) Teacher: Okay, let's share some of your outlines. Who would like to start? Student 16: First, I would say the location of my hometown, like which province it is in. Then, I would talk about its history, for example, when it was founded. Next, I would mention some tourist attractions, like a famous park. After that, I would talk about the local food, and finally, I would say why my hometown is important, like it has a unique local culture. Teacher: Great outline! It follows the structure we just learned. Who else has something different to share? Student 17: I would start with a general impression of my hometown, like it's a very peaceful and beautiful place. Then, I would talk about the ethnic groups living there, as there are a few different ethnic groups. After that, I would mention some historical events related to my hometown, and then the attractions, like an old temple. I would also talk about the local businesses, like some special handicraft stores, and end with why my hometown is special. Teacher: That's also a very good outline. You added the element of ethnic groups, which is great. It shows the diversity of your hometown. Now, based on your outlines, I want you to start writing a short introduction to your hometown. Remember to use the language and the structure we've learned today. You can start with a catchy sentence to draw the reader's attention. (Students start writing) Teacher: (Walking around, offering help and guidance) Remember to use specific details. For example, if you are writing about a tourist attraction, describe what it looks like, what you can do there. And when writing about the food, be vivid in your description. (After students finish writing) Teacher: Now, I want you to exchange your writings with your partner. Read your partner's writing and give some feedback. You can look at the structure, the language use, and whether the details are sufficient. Then, your partner will do the same for you. (Students exchange and give feedback) Teacher: Okay, let's stop here for today. Take your writings home, make the necessary revisions based on your partner's feedback, and we will share them in the next class. I'm looking forward to reading your wonderful introductions to your hometowns. Have a great day! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$