Unit3ReadingandThinking教学设计-高中英语人教版

Unit3DiverseCultures

ReadingandThinking

Learnaboutacitythathasdiversecultures

教学设计

1.Contentanalysis

What:ThepassageisfromBook3Unit3ReadingandThinking.ThethematiccontextisHumanandSociety.It’satraveljournalwhichrecordsLiLan’striptoSanFrancisco,Throughthisjournal,studentscanhaveadeepcomprehensiononwhatshesawanddidandhowshefeltduringthetrip.

Why:SanFrancisco,acitywithdiversecultures,fullyshowstheintegrationofdifferentculturesinAmerica,whichhelpstudentsrealizethephenomenonofculturaldiversityinSanFranciscoandunderstandtherootcausesandandsocialbackgroundofmulticulturalismsothattheycanraisetheawarenessofculturaldiversity,improveunderstandingandidentificationofChinesecultureandsetupcorrectattitudestowarddiversecultures.

How:Asatraveljournal,thispassageisdevelopedintimeorderandwaswritteninfirstnarrationinSimplePasttense.

2.Teachingprocedures

Step

Teachingactivities

aims

Method&Time

Lead-in

Step1:

Lookandsay

Studentsareshownathemepictureanddescribewhattheyseeinthephoto.

Toarousestudents’interestsandleadthemtothetopic;

ClassWork

2’

Pre-reading

Step2:Pre-readandpredict

StudentsareshownthemapofAmericaandanswerthequestion:WhatdoyouknoworwanttoknowaboutSanFrancisco?

StudentsidentifythelocationofSanFranciscoandareintroducedsomebackgroundinformationofSanFrancisco.

Judgingformthelayout,Studentsareencouragedtoinferthetextstyle.

Toactivatetheirbackgroundknowledge.

Toarousestudents’interestofreading

Todevelopstudents’readingstrategyofmakingpredictionaboutthetexttypebylookingatthelayoutandpicture.

ClassWork

3’

While-reading

Step3:

Read

and

classify

Studentsreadthetextandfilltheblanks.

Studentsreadthetextagainandfindoutthetime,placeandactivitiesofLiLan’strip.ThendrawatimelineofLiLan’strip

Onestudentareinvitedtoshowthetimeline.

Tobuildtheskillofskimmingandscanning.

Todeveloptheabilityofclassifyingandorganizinginformation.

Toimprovestudentslogicalthinking.

Individual

Work

5’

Step4:

Read

andunderstand

Studentsanswerthequestion:WhatimpressedLiLanfirstwhenshebackinthecity?AndfindouthowLiLandescribeherfeeling.

StudentsreadandfindoutexamplesofdiverseculturesinMissionDistrict.

StudentsareshownavideotoexplorethestreetartsinMissionDistrict.AndthenenjoyavideoaboutthestreetartsofMissionDistrict.Afterwatchingthevideo,studentsanswerthequestion:Whichpaintingimpressedyoumost?

Studentsanswerthequestion:WhatdidLiLanlearnfromthelocalmuseum?StudentsarerequiredtodescribeLiLan’sfeelingwithanellipitcalsentence.

Studentsanswerthequestion:DoyouthinkitwaseasyfortheChineseimmigrantstoliveinSanFrancisco?

Studentsanswerthequestion:WhatdidLiLandoinChinatownandhowdidshefelt?

Studentsanswerthequestions:WhatdidLiLandointheRichmondDistrictandhowdidshefelt?AndgettoknowsomethingaboutJazz.

Studentsanswerthequestions:WhatbroughtaboutsuchculturaldiversityinSanFrancisco?Theyareguidedtothinkfromthehistory,location,peoplespiritsandeconomy.

Todevelopstudents’abilityofprocessingandintegratinginformation

Toimprovestudents’abilitytocomprehendandinfer.

Toenhancestudents’comprehensionofculturaldiversitythroughpicturesandvideo.

Individual

Work

GroupWork

20’

Post-reading

Step5

Readandapply

StudentsworkingroupstodiscusswhatproblemsorbenefitstheythinktheywillhaveiftheyliveinSanFranciscoasanimmigrantandthensharetheiropinionsinclass.

2.Teacherdrawaconclusionaboutculturediversity.

Totrainstudents’abilityofcriticalthinking.

Todevelopstudents’culturalawareness.

Tohelpstudentssetupcorrectattitudeculturaldiversity.

GroupWork

10’

Homework