（2019版）新人教版高中英语必修第三册Unit 3 Reading and Thinking （含教案）.zip

Unit 3 DIVERSE CULTURESReading and Thinking：San Francisco A City of Diversity文本简析文本简析本单元阅读文本的话题是旧金山一座多元文化之城，文本从中国游客李兰的视角，记叙了她一天内在旧金山的所见所闻、所思所想，旨在让读者感受旧金山这座城市的文化多样性，以尊重、包容和接纳的态度去看待多元文化。文本是以旅行日记形式呈现的叙事性文段（personal recount）。作者开篇勾勒了对旧金山文化的已有认识和总体印象。第二段讲述了李兰早上游览教会区的过程。通过聚焦教会区复杂的人口构成、独树一帜的艺术及风味独特的饮食，李兰向读者展示了教会区的多元文化，并表达了自己的惊讶之情。第三段讲述了李兰的博物馆之旅，反思了淘金热带来的移民浪潮、城市崛起及文化交融。当提到移民们带着家乡的根在旧金山建立一个新家时，作者内心充满了尊敬与敬佩。第四段讲述了作者在唐人街品尝中国传统美食的体验。作者用“so many”、“select”、“beautiful china plates”、“what great food”等词，表达了自己对中国文化深深的认同感和自豪感。在进行教学设计时，要帮助学生梳理旅行日记中的时间轴和空间线、旧金山的文化多样性的形成与表现、李兰的所思所想等信息。同时，可引导学生从话题视角学习与主题相关的语言表达，如与艺术、文化与历史相关的语言：graffiti art, comic art, a real mix of cultures, historical changes, gold rush, immigrant, carry a bit of home, build a new home, china plates, a jazz bar 等，也可以探究体现行文逻辑性的语言表达，如 my first day, after, afterwards, in the afternoon, this evening, tomorrow evening 等，还可以探讨如何用省略句表达强烈的情感，如 what a city, a real mix of cultures here, what great food, cant wait 等。此外，学生在理解和分析旧金山多元文化表现及形成的过程中，学会在比较中感受文化异同，在接受不同文化的同时，增强文化自信，对本国文化有强烈的认同感与自豪感。 第第 1 课时课时一、教学内容一、教学内容本课重点在于理清旅行日记的文体特征；以时间轴和空间轴为基础，梳理文本的浅层信息，即旧金山多元文化的体现和历史成因，初步了解旧金山的多元文化。二、课时目标二、课时目标1.通过快速阅读全文，注意到旅行日记的独特格式，明确旅行日记的文本特征。2.通过检索时间空间关键词、完成笔记摘抄，理清文章结构。3.通过在教会区探寻饮食艺术文化、在博物馆追溯城市文化的历史成因、在唐人街体验祖国文化，初步了解旧金山的多元文化。三、教学过程三、教学过程Activity 1: Activating the background knowledge related to the topic “diverse cultures”本活动旨在为落实目标本活动旨在为落实目标 1 作铺垫。作铺垫。1. Talk about cultureAsk students to work in pairs about the following two questions:Q1: Can you find one thing that represents Chinese culture in our classroom?Q2: Can you find one thing that represents western cultures in our classroom?【设计意图】 学生两人一组找寻教室内可代表中国文化和西方文化的物品，并用英语表达，以此引出文化这个话题，同时激活相关话题语言。2. Talk about diverse culturesAsk students to work in pairs about the following two questions:Q1: Can you find one thing that can represent both Chinese culture and western cultures in your daily life?Q2: Do you know any place where diverse cultures are mixed?【设计意图】从学生两人一组找寻可分别代表中国文化和西方文化的物品，过渡到找寻一个兼具中国文化元素和西方文化元素的物品，引出文化融合的概念，自然引出单元话题“多元文化”。此后引导学生思考某个具有多元文化的地方，自然引出文章主题“一座多元文化之城”。整个过程既是话题的步步接近，又是话题词汇的逐步铺垫。3. Identify the city with diverse cultures mentioned in the passageAsk students to look at the map, the two pictures and the first sentence of the passage and identify what city is mentioned in this passage.Q: What city is talked about in this passage?【设计意图】通过浏览地图、两幅图片和文章第一句话，确定文章的聚焦对象为旧金山，为阅读做好准备。Activity 2: Reading for the general information of the travel journal本活动旨在落实目标本活动旨在落实目标 1 和目标和目标 2。1. Get familiar with the format of a travel journalAsk students to look at the layout of the passage and answer the following two questions.Q1: What is the writing style of the passage? How do you know?Q2: Who wrote it?【设计意图】学生通过观察，发现该文本在布局上与其它文本的两大不同之处：一是整个文本被放在活页笔记本上；二是文本右上方出现了日期。细心的学生还能发现该文本用第一人称撰写。根据这些特点，学生可以判断此文本为旅行日志。在此基础上引导学生快速找出作者为中国游客李兰。至此，学生脑海中大致可以推断该文是李兰写的多元文化之城旧金山之旅。2. Find out the timeline and the places visited by Li LanAsk students to find out the time and the places mentioned and take notes with the help of the following table.【设计意图】快速阅读的过程中，检索该旅行日志中的时间线索词和空间线索词并做笔记，以此明了旅行日志一般按照时间顺序和空间转移顺序展开叙述，并梳理了该文本的基本写作框架。3. Use one sentence to summarize Li Lans traveling route in San FranciscoAsk students to work in pairs and use one sentence to summarize Li Lans traveling route.Suggested answer: Li Lan visited the Mission District, a local museum and Chinatown in San Francisco within one day.【设计意图】 学生两人一组，用一句话初步描述李兰一天之内参观的三个点，为后续的深入阅读和深入阅读后的进一步概括做好铺垫，以此引导学生逐步了解旧金山。Activity 3: Reading for the detailed information of San Francisco本活动旨在落实目标本活动旨在落实目标 3。1. Read for detailed information of the Mission DistrictAsk students to read Paragraph 2 carefully and answer the following three questions.Q1: Which expression in Paragraph 2 can best show the diverse cultures of the Mission District?Suggested answer: a real mix of cultures.Q2: What examples are listed?Suggested answer: Many of the people living here are from Mexico or Central America; graffiti and comic; Mexican-Chinese noodles.Q3: So what culture forms are mixed in this place?Suggested answer: races, arts and food.【设计意图】 学生细读本段并找出可以提炼教会区多元文化的表达：a real mix of cultures。而后，学生两人一组找寻多元文化的体现。在此基础上，提炼教会区多元文化体现于种族多样化、艺术表现形式多样化和食物多样化。这是一个先用文中表达概括，再用文中具体信息支撑，最后用自己语言概括文化多样性表现形式的过程，是信息的提炼与再加工的过程。2. Read for detailed information of the local museumAsk students to read Paragraph 3 carefully and explore the following four questions.Q1: Why did Li Lan choose the local museum as her next stop?Suggested answer: It is a place that showed the historical changes in California.Q2: What are the historical changes?Suggested answer: America got California from Mexico; the gold discovery near San Francisco led to people from all over the world going there, including many Chinese; immigrants earned a living by doing various jobs; they built their homes there.Q3: Did the historical changes lead to diverse cultures of San Francisco? How?Suggested answer: Yes. People around the world went to San Francisco to seek their fortune and many stayed there from then on, thus contributing to the diverse cultures there.Q3: What did the Chinese do there to earn a living?Suggested answer: Some opened up shops and restaurants; some found jobs on farms, joined the gold rush, or went to build the railway.【设计意图】 从探究“李兰为何选择博物馆作为她游览的第二站”这个问题开始，引导学生逐步明白旧金山的多元文化并非一朝一夕之内形成，而是有其历史背景及原因。如果说在教会区李兰体会到的是横向的多元文化，那么她的博物馆之旅则是纵向的文化感知与体验。本段的设计重点在于通过问题链，引导学生了解旧金山多元文化的历史成因及意义，同时初步感受中国移民们在淘金热时期生活之艰难。3. Read for detailed information of ChinatownAsk students to read Paragraph 4 carefully and answer the following two questions.Q1: What did Li Lan find in Chinatown?Q2: Compared with the life during the gold rush, what kind of life do the Chinese live in San Francisco now?Suggested answer: During the gold rush, the Chinese people struggled to make a living while now they may live a better life and can even spread Chinese culture there.【设计意图】细读本段并找出李兰在唐人街的所见，在此基础上推测中国移民现在在旧金山的生活与淘金热时期生活的差异，感知移民们从 struggle to survive 到 struggle to thrive 的转变。Activity 4: Summarizing the cultural trip in San Francisco本活动旨在为落实目标本活动旨在为落实目标 3。1. Work in groups of four and summarize the cultural trip in three different places in San FranciscoAsk the students to work in groups of four and summarize the whole journey again by adding some detailed information of the three places.Suggested answer: First, she visited the Mission District, where she experienced a real mix of cultures. Then, she visited a local museum, which was a window for the historical changes of the city. Here, Li Lan had a deeper understanding of the diverse cultures in this city from the historical perspective. Chinatown was the last place she visited that day. It is a place where Chinese culture is displayed.【设计意图】 学生四人一组，进一步归纳李兰的旧金山多元文化体验之旅。引导学生按照时间顺序表达清楚一天的旅程，同时概括清楚三个地点的文化多样性的体现，是对初读文章后一句话概括的进一步深化，同时为本节课的作业做好铺垫。AssignmentPolish the summary which has been discussed at the end of the class.【设计意图】一方面帮助学生巩固旅行日志中提到的不同地方，强化主题语言；另一方面引导学生对多元文化的体现有更深的记忆和理解。同时本作业也将成为第二课时的导入。A possible version:Within one day, Li Lan experienced the diverse cultures in San Francisco. First, she visited the Mission District, where she experienced a real mix of cultures. Then, she visited a local museum, which was a window for the historical changes of the city. Here, Li Lan had a deeper understanding of the diverse cultures in this city from the historical perspective. Chinatown was the last place she visited that day. It is a place where Chinese culture is displayed. It is really a cultural trip! 第第 2 课时课时一、教学内容一、教学内容本课重点为探究作者如何体验多元文化，并通过探讨省略句的语用功能理解作者在体验旧金山多元文化过程中其感受的变化。在此基础上讨论多元文化的利弊，从而训练学生的思维能力。二、课时目标二、课时目标1. 通过检索各段动词，探究发现多元文化的途径，总结多元文化理解的不同层次；2. 通过寻找文中的省略句，理解省略句在此文本中的语用功能，理解作者体验多元文化过程中的情感变化；3. 通过讨论多元文化带来的利弊，拓展文章主题，培养学生的分析、概括、评判等思维能力。三、教学过程三、教学过程Activity 1: Reviewing what has been learned about San Francisco本活动旨在为落实目标本活动旨在为落实目标 1 作铺垫。作铺垫。1. Make comments on the students homeworkAsk students to work in groups of four and make some comments on four pieces of the chosen homework from the perspective of content, language and structure.【设计意图】 就教师所选的四份作业，学生四人一组，在内容、语言和结构上作出评价，一方面有利于学生对课文内容的进一步理解，另一方面培养学生的批判性思维能力。2. Present the teachers versionAsk students to read the teachers version and fill in the blanks.Within one day, Li Lan experienced the _ cultures in San Francisco. First, she visited the Mission District, where she experienced _ _ _of cultures. Then, she visited _ _ _, which was a window for the _ changes of the city. Here, Li Lan had a deeper understanding of the diverse cultures in this city from the historical perspective. _ was the last place she visited that day. It is a place where _ culture can be fully experienced. What a meaningful c_ trip!【设计意图】 学生在读教师版本的同时，完成填空，再次突出并强化三个地方所体现的文化多样性方面的特征。同时，引导学生关注整个段落的框架总分总，逐渐建立语篇意识。Activity 2: Exploring how Li Lan discovered the diverse cultures in San Francisco本活动旨在落实目标本活动旨在落实目标 1。1. Read the passage and underline the verbs or verb phrasesAsk students to read the passage again and underline the verbs or verb phrases showing Li Lans exploring ways.设计意图 学生通过再次细读文本，聚焦李兰体验多元文化的核心动词，在头脑中初步构建多元文化的体验方式，以此加深对文本的理解，并为接下来的生生讨论和师生讨论做好铺垫。2. Share what has been underlined in pairsAsk students to work in pairs and share what they have found in the passage.设计意图 该环节为两人一组分享讨论阅读过程中已聚焦的核心动词，同伴之间进行意义协商，对之前所聚焦动词进行一定的修正，以此更准确地提炼各段要点，重构文本深层含义的框架。3. Summarize and appreciate togetherAsk five students to present the verbs. With the teachers help, students have a deeper understanding of the exploring ways of the diverse cultures.Paragraph 1:(1) Can you find any verb which shows how Li Lan explored the whole city?Suggested answer: No, but I can find “have to admit”.(2) From “have to admit”, what can you infer? Does Li Lan like the city or not?Suggested answer: She appreciated the city very much.(3) So actually Paragragh 1 is Li Lans general impression of San Francisco. Sheappreciated the whole city very much.Paragraph 2:(1) What did Li Lan do in the Mission District to explore the diverse cultures?suggested answer: By walking around, looking around and tasting, Li Lan experienced diverse cultures thoroughly in the Mission District.(2) So compared to the general impression in Paragraph 1, the experience in theMission District was more detailed and thorough.Paragraph 3:(1) What did Li Lan do in the local museum to explore the diverse cultures?suggested answer: In the local museum, by learning, thinking and making comments, she had a further understanding or profound insight of the history behind the diverse cultures.Paragraph 4:(1) What did Li Lan do in Chinatown to explore the diverse cultures?suggested answer: In Chinatown, by selecting and comparing, she got a clearer awareness of Chinese culture in San Francisco.Paragraph 5:(1) What would Li Lan do the next day?suggested answer: Li Lan was going to a jazz bar to explore more diverse cultures of the city.设计意图 教师讲评环节旨在引导学生对文本内容进行总结、概括与提升，从而在全班达成意义共识：即李兰对旧金山多元文化的理解在不断加深，对多元文化的兴趣也越来越浓厚。Activity 3: Exploring Li Lans feelings during the cultural trip本活动旨在落实目标本活动旨在落实目标 2。1. Identify Li Lans feeling in Paragraph 1Students and the teacher work together to find out how Li Lan felt by understanding the elliptical sentence in Paragraph 1.Q1: Can you find any sentence in Paragraph 1 which shows Li Lans feeling?Q2: Whats special about this sentence? Is it a complete one?Q3: How did she feel?设计意图 引导学生细读第一段，找寻能体现李兰感受的句子，进一步关注到这是一个省略句，从而体会省略句的语用功能。教师这样的带读和逐步引导学生体会省略句所表达的含义，对后续学生独立找寻省略句并体会其含义做好了铺垫与引领。2. Locate the remaining elliptical sentencesAsk students to underline all the elliptical sentences in Paragraphs 2 to 5.设计意图 学生细读文本第二至第五段，定位所有的省略句，为下一步梳理李兰在游览过程中的情感线变化做好准备。3. Interpret the feelings conveyed by the elliptical sentencesFirst ask students to work in pairs and try to interpret the feelings hidden behind the sentences. Then the teacher and the students check the answers together.设计意图 师生一起在意义的探究中融入省略的语用知识，感知省略句的语言特征，体验省略句的交际功能。4.Interpret the feeling conveyed in Paragraph 3First ask students to find out the sentence that shows Li Lans feeling in Paragraph 3. By understanding the sentence, students interpret the feelings hidden behind the sentence.Q1: Can you find any sentence in Paragraph 3 which shows Li Lans feeling?Suggested answer: When these immigrants left their countries, they carried a bit of home in their hearts, and built a new home here.Q2: How do you understand “a bit of home” and “a new home”?Suggested answer: A bit of home means their customs, habits, language. A new home means the new environment, new habits and the new language.Q3: How do you understand the whole sentence? How did Li Lan feel?Suggested answer: When people move to a new country, undoubtedly they will bring their original customs and cultures along, for these are their roots. After settling down in this place, they will adapt themselves to the new cultures and gradually mix their original cultures with the new ones, thus starting a new life there. It is about keeping your original cultures and customs alive as well as accepting the new ones. Actually, this is the authors reflection after visiting the museum. In this way, the author shows her sincere respect for the immigrants and better recognizes the importance of diverse cultures.设计意图 师生一起探讨该文本第四段中较难理解的最后一句话，在理解与诠释的过程中，可以清晰地捕捉到李兰参观博物馆时所流露出来的对移民们的尊敬之情。至此，李兰旧金山文化之旅的情感线梳理也就完整了。Activity 4: Exploring the positive and negative effects diverse cultures may bring to a place本活动旨在落实目标本活动旨在落实目标 3。1.Talk about the benefits that immigrants brought to San FranciscoAsk students to discuss in groups of four and explore the positive effects diverse cultures may bring to a place.Q: What benefits did immigrants bring to the city?Suggested answer: made San Francisco quickly become a big city; used to be a poor area but is now a center for ; opened up shops and restaurants; worked on the farm; built the railway.设计意图 基于文本中的信息，四人一组归纳、整理多元文化对一所城市所带来的的有利因素，学会用尊重、包容和接纳的态度去看待多元文化。2.Talk about the possible negative effects that immigrants brought to San FranciscoAsk students to discuss in groups of four and explore the negative effects diverse cultures may bring to a place.Q: What benefits did immigrants bring to the city?Suggested answer: made San Francisco more crowded; made the city less safe and less stable; lacked enough job opportunities.设计意图 四人一组为单位，讨论多元文化对一个地方可能带来的负面影响，在此过程中，对多元文化有更深入、更全面的理解并形成自己的观点。3.Draw a conclusionEvery coin has two sides. What we need to do is to make full use of the positive effects and reduce the negative effects that diverse cultures bring to us.设计意图在讨论多元文化的积极影响和消极影响的基础上，师生一起探讨、总结对待多元文化的态度。引导学生学会辩证地、一分为二地看待问题。AssignmentIntroduce a place that has diverse cultures. Your introduction may include the following aspects:1. What diverse cultures did you experience there?2. How did you discover the diverse cultures and how did you feel?3. What benefits and challenges do the diverse cultures bring to that place?The teachers version:In my opinion, Jinhua, which lies in the middle of Zhejiang province, is a place of diverse cultures.The following three aspects contri