Unit 3 Diverse cultures Reading Travel Journal About San Francisco教学设计 2024-2025学年高中英语人教版必修第三册

该高中英语教学设计聚焦旅行日志的文本结构分析与细节梳理，通过小组讨论推荐和田市景点并制作思维导图导入，搭建生活经验与文本结构分析的支架，为后续构建旧金山旅行日志的结构思维导图奠定基础。 特色在于情境化与结构化结合，导入环节联系本土文化（和田）与目标文本（旧金山），培养文化意识；思维导图工具贯穿阅读与复述，提升思维品质；分层作业设计满足不同学生需求，强化语言能力。如细节分析中引导学生推断句间逻辑与作者情感，助力学生掌握文本分析方法，为教师提供清晰教学路径与差异化实施策略。

高三 年级 英语 学科 主备人： 李建川 课题 A Travel Journal About San Francisco 一、教学目标 （学科核心素养） （项目目标分析） By the end of the class, students will be able to: (1) figure out the structure of the text; (2) outline the details by analyzing the paragraphs; (3) apply some expressions in the text 二、教学重点 Students have a good understanding of the structure of the text; Students summarize details; 三、教学难点 Students retell the passage according to the mind map; 四、教学方法 PWP 五、学习方法 Individual, pair, group work 六、课时安排 One period(45 mins) 七、教学过程 教学内容 二次备课 教学过程 Part1 Lead in 1.Suppose an exchange student from San Francisco is planning a day trip to Hetian city,what places would you like to recommend? Why? Discuss in groups. 2.Can you organise the information you have discussed in a mind map? Possible example: Part2 Read for the structure Skim the passage and work out a mind map for the structure of text according to the features of the travel journal 设计意图：浏览文章，根据旅行日志的特征，构建文本结构的思维导图 Part3 Read for the details Para.1 Ask a student to read Para.1 1. Q:What logical relationship can you find between Sentence 2 and the sentences following it? 设计意图：培养学生分析句间关系 2. From the sentence“What a city---a city that was able to rebuild itself after the earthquake the occurred in 1906.”,we can feel that the city is ____________________________________ .设计意图：感受句子的内涵 Possible answers:brave,tough and strong.It’s an inner spirit Para.2 Ask a group to read Para.2 (1)In fact, an art movement called the “Mission School” started here. It’s influenced by graffiti art and comic art. The two sentences tell us the _______ of the street art.设计意图：培养学生分析句间关系 (2) A real mix of cultures here! This sentence tells us the author’s _______.设计意图：体会作者的感受 (3) From Para.2,we can conclude that San Francisco is a city with a mix of people,art and food.设计意图：培养归纳，总结能力 Para.3 Listen to the tape (1)The first sentence tells us the author went to a local museum. So the rest of the paragraph are the _______.设计意图：培养学生分析句间关系 (2)What did the author learn in the museum? How did the author feel about the museum?设计意图：培养归纳，总结能力 (3)As for the last sentence,how do you think of “a bit of home” and “a new home”?设计意图：培养思维品质 A bit of home: homesick A new home: A home with diverse cultures Sentence imitation:设计意图：提高语言运用能力 The museum did a really good job of showing how America was built by immigrants from different countries and cultures. 和田博物馆很好的展现了和田玉如何被一代又一代的人们开采（mine） Para.4 Sentence imitation:设计意图：提高语言运用能力 I selected a Cantonese restaurant that served its food on beautiful china plates. 我去了库尔班江馕房(Kurbanjiang Nang House),这儿烤制各式馕饼（nang breads） Part 4 Retell the passage:设计意图：锻炼学生表达能力及检测文本掌握程度 According to the mind map on the blackboard, try to retell the passage. Part 5 Discussion:设计意图：培养学生推断能力 Discuss in groups of four. What’s the purpose of the text? How do you know? 设计意图：创设真实情境，引出主题，铺垫话题词汇。通过谈论和田市的文化多样性，更好地理解本课旧金山的文化多样性 八、课堂小结 九、作业设计 Students whose grades are below 80 points: Review the text again and according to the mind map, try to write a summary of the passage. Students whose grades are no less than 80 points: 1.Review the text again and according to the mind map, try to write a summary of the passage. 2.Writing: 假如你是李华，你的外国朋友David想要了解和田市，请你给他发一封电子邮件简要介绍和田市。字数80词左右。 十、板书设计 十一、教学反思 ( 1 ) 学科网（北京）股份有限公司 $