Unit 3 Diverse Cultures-Reading and Thinking教案-2025-2026学年高中英语人教版必修第三册

Unit 3 Diverse Cultures-Reading and Thinking 内容导航 This section presents a travel journal about San Francisco, recording the author’s first day back in the city after camping and visiting wineries. It describes the city’s rebuilt history after the 1906 earthquake, the cultural features of the Mission District, the historical changes of California shown in local museums, and the charm of Chinatown, highlighting the city’s cultural diversity formed by immigrants from different countries and cultures. 教学目标和重难点 1. 教学目标 Language Competence: Master core words and sentence patterns related to culture and travel, and improve reading ability to obtain, sort out and analyze text information. Cultural Awareness: Understand the cultural diversity of San Francisco, recognize the fusion and coexistence of different cultures, respect cultural differences, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through sorting out the author’s travel route and activity clues, and develop critical thinking by discussing the significance of cultural integration. Learning Ability: Form good reading habits, master skimming and scanning skills, and improve the ability of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master the core vocabulary (e.g., occur, seek, earn, diverse) and sentence structures (attributive clauses, exclamatory sentences) in the text; understand the main idea and logical structure of the travel journal; grasp the cultural characteristics of San Francisco reflected in the text. Difficult Points: Accurately understand the deep meaning of cultural fusion implied in the text; flexibly use the learned vocabulary and sentence patterns to express cultural-related content; avoid cultural prejudices and establish a correct attitude towards cultural diversity. 教学过程 Pre-Reading: Lead-in and Preview The pre-reading part aims to activate students’ prior knowledge, arouse their interest in the topic, and lay a foundation for the smooth development of reading activities. First, the teacher starts with a free talk to guide students to share their understanding of diverse cultures. The teacher can ask questions like: “Have you ever experienced or heard of cultural integration? What examples can you give?” Students are encouraged to express their opinions freely, such as the integration of Chinese and Western food, the combination of traditional and modern art, etc. This link not only activates the classroom atmosphere but also enables students to have a preliminary perception of the theme of “diverse cultures”. Next, the teacher shows students pictures and short videos about San Francisco, including the Golden Gate Bridge, old buildings on hills, the Mission District, Chinatown, and other scenic spots. While watching, the teacher introduces briefly: “San Francisco is a famous city in the United States, which is well-known for its cultural diversity. It has experienced earthquakes and rebirth, and has gathered immigrants from all over the world. Today, we will walk into this city through a travel journal and feel its unique cultural charm.” After the video, the teacher asks guiding questions: “What do you think of San Francisco from the video? What cultural elements do you find in the pictures?” Students can answer from the aspects of architecture, people’s living conditions, food, etc., so as to further arouse their curiosity about the text. Then, the teacher arranges the preview check. First, students are asked to read the new words and phrases in the text silently, and then the teacher checks the mastery of key vocabulary by means of random dictation and oral reading. The key vocabulary includes: occur, rebuild, view, district, immigrant, seek, earn, diverse, cultural, fusion, etc. For words that are easy to be confused or mispronounced, such as “occur” (pronunciation: /əˈkɜː(r)/) and its past tense “occurred”, “immigrant” (n. immigrant) and “emigrant” (n. emigrant), the teacher explains them in detail and gives example sentences to help students distinguish and master them. At the same time, the teacher briefly introduces the genre of the text - travel journal, telling students that travel journals usually record the author’s travel experiences, feelings and所见所闻, mostly in the first person, and the tense is mainly the past tense. This helps students grasp the reading focus in the subsequent reading process. Finally, the teacher puts forward the pre-reading question: “What will the author record in his travel journal about San Francisco? What cultural phenomena will he describe?” Let students predict the content of the text, which can improve their reading initiative and concentration. While-Reading: Comprehension and Analysis The while-reading part is the core of the teaching process, aiming to help students understand the text in depth, master reading skills, and extract key information. This part is divided into three steps: skimming, scanning and intensive reading, which are carried out step by step to help students gradually deepen their understanding of the text. Step 1: Skimming for the Main Idea The teacher asks students to read the text quickly within a certain range, focusing on the beginning and end of each paragraph, and try to grasp the main idea of the text. After reading, the teacher organizes students to discuss in groups and summarize the main content of the text. The teacher can guide students to think from the following aspects: Who is the author? Where did he go? What did he do? What is the core theme reflected in the text? After the group discussion, each group sends a representative to share their views. The teacher comments and summarizes: The text is a travel journal written by the author. It records his first day back in San Francisco, including his impression of the city, his visit to the Mission District, the local museum and Chinatown. The core theme of the text is the cultural diversity of San Francisco, which is formed by the integration of immigrants from different countries and cultures. At the same time, the teacher writes the main idea on the blackboard to help students establish a clear framework of the text. Step 2: Scanning for Key Information On the basis of grasping the main idea, the teacher guides students to scan the text to extract key information, including the author’s travel route, the places he visited, the things he did, and the cultural information reflected. The teacher designs a task list to help students sort out the information systematically: · Time: Wednesday, 21 June · Places visited: the Mission District, a local museum, Chinatown · Activities: walking around to look at street art, eating Mexican-Chinese noodles, visiting the museum, eating in a Cantonese restaurant · Cultural information: · · Mission District: once a poor area, now a center for art, music and food; the birthplace of the “Mission School” art movement, influenced by graffiti art and comic art; residents are mainly from Mexico or Central America. · Local museum: shows the historical changes of California; America got California from Mexico in 1848; the gold rush started in the same year; Chinese immigrants opened shops and restaurants in Chinatown, worked on farms, joined the gold rush or built railways. · Chinatown: has many cafés and restaurants; the author ate Cantonese food served on beautiful china plates. Students complete the task list independently first, then check and correct with their deskmates. The teacher walks around the classroom to guide students who have difficulties, and explains the key and difficult points in the process of extracting information. For example, when students extract the historical information of California, the teacher can supplement the background knowledge of the gold rush in San Francisco, helping students understand why a large number of immigrants came to San Francisco and how they promoted the development of the city and the integration of cultures. Step 3: Intensive Reading for Deep Understanding Intensive reading aims to help students understand the details of the text, grasp the author’s emotional attitude, and analyze the language features and cultural connotation of the text. The teacher guides students to read each paragraph carefully, and designs targeted questions for key paragraphs to promote students’ in-depth thinking. For the first paragraph, the teacher asks: “What does the author think of San Francisco? What details can prove it?” Students can find the sentence “I have to admit that it definitely feels good to be back in the city again.” and “And what a city—a city that was able to rebuild itself after the earthquake that occurred in 1906.” The teacher guides students to analyze the exclamatory sentence “What a city!” which expresses the author’s praise and admiration for San Francisco’s resilience and charm. At the same time, the teacher explains the attributive clause “that was able to rebuild itself after the earthquake that occurred in 1906”, helping students master the usage of attributive clauses modified by “that”. For the second paragraph, the teacher asks: “What changes have taken place in the Mission District? What cultural characteristics does it have now?” Students can summarize that the Mission District was once a poor area, but now it has become a center for art, music and food. The “Mission School” art movement originated here, which is influenced by graffiti art and comic art. The teacher guides students to think: “Why has the Mission District changed so much?” Through discussion, students can realize that the immigration of people from Mexico and Central America has brought new cultural elements, promoting the development and transformation of the district. At the same time, the teacher asks students to pay attention to the sentence “A real mix of cultures here!” which directly reflects the cultural fusion in the Mission District. For the third paragraph, which is the key paragraph reflecting the theme of cultural diversity, the teacher designs a series of questions: “What did the author learn from the museum? How did San Francisco become a big city? What contributions did Chinese immigrants make to San Francisco?” Students read the paragraph carefully and find the relevant information: America got California from Mexico in 1848; the discovery of gold near San Francisco started the gold rush, attracting over 300,000 people from all over the world; Chinese immigrants opened shops and restaurants, worked on farms, joined the gold rush and built railways. The teacher guides students to think deeply: “What does the sentence ‘When these immigrants left their countries, they carried a bit of home in their hearts, and built a new home here.’ mean?” Through discussion, students can understand that immigrants brought their own cultural traditions and customs to San Francisco, and integrated with local culture, forming a diverse cultural atmosphere. This sentence also reflects the author’s respect and affirmation for immigrants’ contributions. For the fourth and fifth paragraphs, the teacher asks: “What did the author do in Chinatown? What does this show?” Students can answer that the author ate in a Cantonese restaurant, which shows that Chinatown retains the characteristics of Chinese culture and is an important part of San Francisco’s cultural diversity. The teacher can guide students to think about the significance of Chinatown in cultural communication: Chinatown is not only a home for Chinese immigrants but also a window for Americans to understand Chinese culture, promoting the exchange and integration of Chinese and Western cultures. In the process of intensive reading, the teacher also focuses on the explanation of key sentence patterns and language points. For example, the exclamatory sentence “What great food!”; the infinitive structure “to earn a living” used as an adverbial of purpose; the attributive clause “that joined California to the eastern region of the country” modified by “that”; the passive voice “gold was discovered near San Francisco”. The teacher explains the structure and usage of these sentence patterns, gives example sentences, and asks students to make sentences by themselves to consolidate their mastery. At the same time, the teacher guides students to pay attention to the author’s emotional changes reflected in the text, such as the praise for San Francisco, the interest in street art, the understanding of cultural integration, and the satisfaction with Cantonese food, so as to help students feel the author’s positive attitude towards diverse cultures. Post-Reading: Consolidation and Extension The post-reading part aims to consolidate the knowledge learned, expand students’ thinking, and improve their comprehensive language application ability and cross-cultural communication ability. This part includes language consolidation, theme discussion, and extended activities. Activity 1: Language Consolidation First, the teacher arranges a vocabulary and sentence pattern exercise to help students consolidate the key knowledge learned in the text. The exercise includes the following parts: 1. Fill in the blanks with the correct forms of the given words: occur, rebuild, seek, earn, diverse. 2. 1. A big earthquake __________ in San Francisco in 1906. 2. The city was __________ quickly after the earthquake. 3. Thousands of people came to San Francisco to __________ their fortune during the gold rush. 4. Many immigrants __________ a living by working hard in the new country. 5. San Francisco is a city with __________ cultures from all over the world. 3. Rewrite the sentences using the given sentence patterns: 4. 1. The Mission District is a very lively area. (Use exclamatory sentence) → What a lively area the Mission District is! 2. Immigrants came to San Francisco. They wanted to earn a living. (Combine into one sentence with infinitive) → Immigrants came to San Francisco to earn a living. 3. The museum shows the historical changes of California. The museum is located in the center of the city. (Combine into one sentence with attributive clause) → The museum that is located in the center of the city shows the historical changes of California. Students complete the exercises independently, then the teacher checks the answers and explains the wrong questions. For students who have mastered poorly, the teacher gives individual guidance to ensure that every student can grasp the key vocabulary and sentence patterns. Next, the teacher arranges a text retelling activity. Students are asked to retell the author’s travel experience and the cultural information reflected in the text with their own words, using the key vocabulary and sentence patterns learned. They can retell individually or in groups. The teacher evaluates students’ retelling from the aspects of fluency, accuracy and completeness, and encourages students to use rich language to express their understanding of the text. This activity not only consolidates the text content but also improves students’ oral expression ability. Activity 2: Theme Discussion The teacher puts forward the core discussion topic: “What is the significance of cultural diversity? How should we treat different cultures in the process of globalization?” Students are divided into groups of 4-5 to discuss the topic. The teacher gives some guiding questions to help students think in depth: · What are the benefits of cultural diversity? (e.g., enrich people’s lives, promote cultural exchange and innovation, broaden people’s horizons) · Are there any challenges brought by cultural diversity? (e.g., cultural differences may lead to misunderstandings) · What should we do to promote the harmonious coexistence of different cultures? (e.g., respect cultural differences, learn from each other, communicate actively) · Combine the text and your own experience, talk about how to be a good cross-cultural communicator. During the group discussion, the teacher walks around the classroom, listens to students’ discussions, and guides them to put forward their own views based on the text and real life. For example, some students may mention that the fusion of Mexican and Chinese food in the text reflects the charm of cultural diversity; some students may talk about the cultural exchanges they have experienced in daily life, such as the celebration of foreign festivals in China and the popularity of Chinese culture abroad. After the discussion, each group sends a representative to share their group’s views. The teacher comments and summarizes: Cultural diversity is an important part of human civilization. It enriches our world and brings new ideas and vitality to social development. In the process of globalization, we should respect the uniqueness of each culture, learn from each other’s strengths, avoid cultural prejudices and stereotypes, and promote the exchange and integration of different cultures. As middle school students, we should broaden our horizons, learn about different cultures, and cultivate the ability of cross-cultural communication, so as to become bridges for cultural exchange. Activity 3: Extended Activities In order to further expand students’ thinking and connect the text with real life, the teacher arranges two extended activities for students to choose from: 1. Group Project: “Cultural Diversity Around Us” 2. Individual Writing: “My Experience of Cultural Fusion” Before the end of the class, the teacher briefly introduces the requirements and time limit of the extended activities, and encourages students to actively participate, so as to apply the knowledge learned in the class to practice and further improve their comprehensive language application ability and cultural awareness. Summary and Homework At the end of the class, the teacher summarizes the content of this lesson: In this class, we read a travel journal about San Francisco, understood the city’s cultural diversity formed by immigrants from different countries and cultures, mastered the key vocabulary and sentence patterns related to culture and travel, and discussed the significance of cultural diversity and the correct attitude towards different cultures. The teacher emphasizes that learning this lesson is not only to master language knowledge but also to cultivate cross-cultural awareness and the ability of cross-cultural communication, so as to better adapt to the globalized world. Then, the teacher arranges the homework: 1. Review the text and recite the key paragraphs (the third paragraph and the sentences reflecting cultural fusion). 2. Finish the vocabulary and sentence pattern exercises arranged in the class, and consolidate the key knowledge. 3. Complete the extended activity (either group project or individual writing) as required. 4. Preview the next part of the unit, and collect information about other cities with diverse cultures around the world. The teacher reminds students to finish their homework on time, and encourages them to actively explore and learn about diverse cultures in their spare time, so as to continuously improve their cultural literacy and language ability. Teaching Reflection (Supplementary) In the teaching process of this lesson, the teacher adheres to the student-centered teaching concept, designs rich and diverse teaching activities, and guides students to participate in the teaching process actively. Through pre-reading lead-in, while-reading comprehension and post-reading extension, students’ reading ability, language application ability and cultural awareness are effectively improved. However, there may be some deficiencies in the teaching process: some students may have difficulty in extracting key information quickly during scanning; some students may be shy to express their views in group discussions; the time allocation of each link may need to be adjusted according to the actual situation of students. In the follow-up teaching, the teacher will pay more attention to the individual differences of students, adjust the teaching methods and time allocation in time, and provide more guidance and encouragement for students with difficulties, so as to improve the teaching effect. At the same time, the teacher will pay more attention to connecting the text with real life, design more practical extended activities, and help students better apply the knowledge learned to practice, so as to truly achieve the goal of cultivating students’ four-dimensional key competencies. 1 / 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 $