Unit3 Diverse cultures单元整体教学设计-高中英语新教材必修第三册大单元整体教学设计 拼图式阅读（视频 课件 教案）.docx

1、备课人陈玲学科英语课题Unit3 Diverse cultures单元整体教学设计教学内容分析单元主题：人与社会-多元文化单元标题：“Diverse cultures”主题语境内容表述： 良好的人际关系与社会交往跨文化沟通、包容与合作 绘画、建筑等领域代表作品 不同民族文化、习惯与传统节日 物质与非物质文化遗产单元教学内容分析：美国是一个有多元文化为特点的国家。本单元从介绍美国几种特色食品开始，讲到能代表美国多元文化特色的城市-旧金山，采用旅行日记体裁，分别介绍城市建筑，街区，城市艺术特色，混杂着多元文化的食物，城市的发展历程，城市多元文化最具代表的建设者-移民（美籍华人）的由来，融入异国他乡

2、建立多元文化特色又保留自身文化特点的中国城。从谈美国多元文化过渡到谈中国文化的多样性，中国有56个民族，55个少数民族，文化也同样具有多样性，重点介绍少数民族苗族、侗族文化，在最后写作环节介绍美国旧金山城市中呈现鲜明中国文化元素的中国城，介绍中美文化共存的关系，更加凸显多元文化共存的旧金山的魅力。学情分析单元学情分析：学生学习已进入高中一年级第二学期，在前期学习中，已经具备了一定语言知识、语法知识、语言技能和学习策略。本单元紧紧围绕多元文化展开，设计一连串问题链，采用层层递进方式，将小单元之间、小单元内部关联起来，形成一根主线-多元文化不仅体现在不同国家、民族之间，也体现在一国之内的丰富繁荣。

3、单元学习目标单元教学目标：总的教学目标实施应从三个视角展开：学科视角、教育视角、学生视角。学习重难点主题语境：人与社会语篇类型：以多模态形式呈现的文本信息（对话、游记、记叙等形式）。语言知识：介绍语音知识中节奏-停顿，通过读的形式体味语音变化表达意义、观点。词汇围绕着多元文化主题意义展开： the origin of American food, the foods invention, native Americans, the arrival of the Europeans, be influenced by, a real mix of cultures, historical cha

4、nges, immigrants from different countries and cultures, carry a bit of home in ones hearts, ethnic diversity, ethnic minority groups, cultural diversity, ethnic minority cultures, Chinese immigrants, ethnic Chinese, traditional Chinese culture, varieties of China tea, the diverse culture.语法知识：省略句，目的

5、是让语言更简洁，句子结构更紧密，本单元主要体现在listening and speaking ,listening and talking 文化知识紧紧围绕多元文化语篇展开，在语言学习中理解其内涵，比较文化异同，认同优秀文化，坚定文化自信。语言技能指语言运用能力，包括听、说、读、看、写技能，通过听读看理解性技能深入了解多元文化含义，通过说和写表达性技能创造新文本。课时安排Page one + Listening and speaking +listening and talking (第1、2课时）Discovering useful structure(第3课时）Reading and th

6、inking(第4、5课时）Reading and writing (第6、7课时）Project and video time(第8课时）学习过程（分课时）（第1、2课时）Listening and Speaking & Listening and Talking步骤1：Lead-in1. 展示一幅旧金山的街景图，图中显示不同语言的标志。问：What can you see in the picture? What languages are used on the signs? Why are the languages used?2. 理解开篇页中的名言问：Whats cultural

7、diversity? Can you give some examples?设计意图：帮助学生理解多元文化的含义，为随后听力铺垫。步骤2：Pre -listening1.给出一些关于美食的图片，引导学生选出美国的一些食物；看学生用书第26页，并且使用省略句描述食物，采用小组合作方式设计意图：学生通过观察，配对完成后，猜测这些食物配料特色，运用所学知识描述，激起学生兴趣步骤3：While-listening1) 第一遍播放听力材料，核对食物配对是否正确2) 第二遍播放听力材料，判断书中5句话正误 3) 再一次播放听力材料，完成书中练习文中填词设计意图：指导学生抓关键信息及听力材料大意，重点培养学

8、生选择性的截取信息能力步骤4：After-listening完成练习5，描述做客时所带的菜品，回答以下问题1 ）What food / snack from which area / ethnic group will you bring?2） How is the food prepared and what is it made of?3 ）How is this food special? 2. 听音，练习句子停顿的技巧：指导学生划出句中停顿的地方，模仿听力材料大声朗读3. 帮助学生观察31页图片显示的中国少数民族，进行小组讨论What is the man/ are the girls

9、 from?What instrument is in their hands?What are their clothes/ the village like?4. 听对话，完成P31活动2，进行文本填词，并回答以下问题：Who are the two speakers in the listening? What is their relationship?设计意图：1) 进一步提高学生听力后输出材料能力2) 通过听力训练，锻炼学生读的能力，为后续练习铺垫3) 从偏重听的训练逐渐过度到说的练习，为talking环节作准备4) 培养学生达到听力的较高层次，输出听力内容步骤5：Talking1

10、. 让学生以小组为单位开展对话，分别扮演Justin和他的朋友们。让学生分享自己的感想，选几组进行分享，并让其余学生认真聆听。2. 引导学生用英语介绍一种自己熟悉的少数民族问： What ethnic minority will you talk about? Where do they live?What are their traditional activities? What cultural activity do you like most?设计意图：利用所给信息进行对话练习，提高语言表达能力，培养学生的表达能力，提高学生学习英语的兴趣步骤6：Summary学生小组合作对本课时进行

11、总结设计意图：通过总结归纳，使学生能够对本课时有一个系统的认识步骤7：Homework1. Talk about your understanding of cultural diversity from different perspectives, for example in terms of language, food, dress, etc.2. Introduce a Chinese minority food and its origins.设计意图：学生巩固已学的知识，进行输出活动（第3课时）Section B Discovering Useful StructuresSte

12、p 1 Lead in： 一、为学生呈现以下小对话，通过提问引导学生体会省略的用法：对话中哪里使用了省略？省略了什么内容？Mother:Going?Son:Been.Mother:Any?Son:Some.Mother:Big or small?Son:Big.1.Which of the following is true according to the dialogue?A. Son has just picked some big apples.B. Mother picked some big apples and wanted to give some to Son.C. Son

13、didnt pick any apples.D. Son wanted to buy some big apples from Mother.2.通过对话，观察A: I have a good friend.B: Really?A: Yes, I bought a book for her yesterday.B: Really?A: Yes, she was very excited to receive the gift.B: Really?A: yep, it cost me about 20 yuan.B: Really?A: yeah, I spent a month saving

14、the money.B: Really?A: Thats true. You are so speechless.1. Match the questions to the most likely answers. Notice how ellipsis is used in the answers.1.Do you think its going to rain this afternoon?2.We were quite surprised after we saw the paintings in the gallery.3.Will you join our trip to South

15、 Africa?4.Will the flight to Rome take off on time?5.Would you mind using a diagram to explain these percentages to me?6.Has Lily ever been to the Louvre Museum?设计意图：1. 让学生结合语境分析句子中省略的词语，体会省略的作用，此为语法感知、发现环节。2. 用完整的句子来感知省略句中的省略部分的含义。进一步明确省略的句子的含义 3. 通过几组练习，由小组讨论得出结论，发现语言规律：为了避免重复，省略了句中的一个或几个成分。 Step

16、2 While-class1.What is ellipsis?Why should we use Ellipsis?设计意图：让学生在语境中归纳出省略的定义及作用省略在句子中的应用一、 口语中的省略（1）Would you like to visit the West Lake? -Yes, Id like to (2) Are you an engineer? -No, but I want (3) He hasnt finished the task yet. -Well, he ought设计意图：让学生掌握口语中的省略二、不定式的省略1.并列的不定式可省去后面的 to.I told

17、him to sit down and wait for a moment. 2. help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.I will help (to) do it for you. I will help you (to) do it.2. 介词but前若有动词do,后面的不定式不带 to.The boy did nothing but play.3. 某些使役动词（let, make, have）及感官动词（see, watch, hear, notice, observe, feel, look at, listen to等）后加省 to的不定式, 但在

18、被动语态中须将to复原。I saw the boy fall off the tree.- The boy was seen to fall off the tree.The boss made us work 12 hours a day.-We were made to work 12 hours a day.设计意图：让学生掌握不定式中的省略三、从句中的省略1. 宾语从句中常省略引导词thatI believe (that) he is an honest man.2. 在限制性定语从句中，关系代词who/whom/which/that在从句中作宾语时可省略. Do you know t

19、he man (that) they are talking about?3. 某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分When (he was) still a boy of 10, he had to work day and night. She tried her best though (she was) rather poor in health. If (you are) asked you may come in.设计意图：让学生掌握从句中的省略Step 3 practice：1.Dont talk while ( ) eating. 2.He w

20、ont come unless ( ) invited. 3.Tom looked about as if ( ) in search of something. 4.Their opinions, whether ( ) right or wrong, should be considered. 5.Answer these questions, if ( ) possible, without referring to the book. 6.When ( ) necessary, I can help you do something.二、选择题1. Whats the matter w

21、ith Della? Well, her parents wouldnt allow her to go to the party, but she still _.A. hopes to B. hopes so C. hopes not D. hopes for 2.The climate here is quite pleasant，the temperature rarely，_，reaching 30 in summer.A. if not B. if ever C. if any D. if so设计意图：通过反复练习，掌握省略句常见的形式Step 4 After-class：Rea

22、d the conversation on Page30. Find out which words have been left out.设计意图：通过书本上练习，学生自己内化省略句特点Step5 summary一、 口语中的省略二、 不定式中的省略三、 从句中的省略设计意图：有助于学生理解、记忆省略句Homework:1.整理并巩固笔记2.workbook中第四个练习设计意图：巩固提升阶段（第4、5课时） Reading and thinkingStep 1: Pre-reading(1) Showsomepicturestothe studentsandgivethemaquestion

23、: Whats the common feature in the pictures?There is The Golden Gate Bridge in the pictures.设计意图：利用旧金山标志建筑引入本课主题(2)Ask students to openthebookandturntopage28.Lookatthemaponthispage.FindSanFranciscoonthemapanddiscussthisquestioningroups:whatdoyouknowandwanttoknowaboutthecity?设计意图：通过在地图上寻找该城市，再次点出本节课主题

24、地点Step 2: Careful-reading(1) Li Lan was back in San Francisco. Lets read her travel journal and find out the places that she has been to or plans to visit. (P28-29)设计意图：学生通过快速阅读课文，找出文中重要信息点(2)Let the students to classify and organize information. (We can better understand a passage by classifying or

25、 organizing the information in it, classifying means deciding the kind of information. Dates, numbers, opinions, organizing many means putting things in order according to how old, how much, what kind, sometimes its a good idea to draw a diagram to organize the information in the passage.) First giv

26、e every group a piece of handout and let students to write down the places she has been to or plans to visit in the right time. Step3:while-reading1. Give some pictures of Mission District, local museum, Chinatown, jazz bar in the Richmond District, golden gate bridge, Redwood forest, wine country o

27、f Napa valley, map and so on to the students to stick them in the right place. And set down the feelings of the author.2. Read the passage carefully and answer the following questions.1） Where did many of the people in the Mission District come from?2） What did the Mission District used to be and wh

28、at is it now?3） What is the movement “the Mission School” influenced?4） What did the author eat in the Mission District?3. The teacher uses a mind map to present the answers found by students. By drawing the diagram, students can master the diversity of San Francisco culture.设计意图：通过完成两张图表的内容来进一步使学生了

29、解课文，了解旧金山文化的多样性Step 4： Post-reading(1) Have groups show the diagram with the names and pictures of the places and authors feelings, and choose the best group to get a prize.(2) Let the students do a summary of the passage June 21st was my first day back in San Francisco after (camp) in the Redwood F

30、orest. It (definite) feels good to be back in the city again, rebuilt itself after the earthquake. In the morning, I visited the Mission District, which used (be) a poor area of town and is a centre for art, music and food now. In the afternoon, I (head) to a local museum that showed the (history) c

31、hanges in California. Gold (discover ) near San Francisco, which caused a gold rush. Many people (come) from all over the world sought (they) fortune. To earn a living, many Chinese people did all kinds of jobs. many (immigrant) made great contributions to building America. In the evening, I went to

32、 Chinatown, where I enjoyed great food. Tomorrow evening, Im going to a jazz bar.(3) Discuss these questions in groups.1. Have you ever been to a place that has a diverse culture? what do you think brought about the cultural diversity?2. Whatarethebenefitsandchallengesofculturaldiversity?Benefits:of

33、fer opportunities to experience different cultures and customs;make our lives more interesting and colorful;learn about other excellent and outstanding cultures;deepen our love and appreciation for our own fine cultures;Challenges:have trouble communicating or understanding each other;have conflicts

34、(冲突) over values and lifestyles;have unconscious cultural biases(偏见);racial conflicts;3. Ask students to think about a question: What should we do about cultural diversity?E. g. As Chinese students, we should respect our own national culture and learn useful things from the cultures of different nat

35、ions, which will enable us to make great progress in many ways. I believe a happy and bright future is awaiting us if we make every effort to promote cultural development both nationally and internationally. Chinese traditional culture accompanies our growth all the time, which has already deeply ro

36、oted in our daily lives. As a Chinese, what we ought to do is to transmit Chinese traditional culture from generation to generation. Only with these efforts can we ensure that Chinese traditional culture will lead to a brilliant future.设计意图：通过所完成的图表进行展示评比和几个问题的讨论，使学生对语篇的了解更加深入，同时也讨论到了我国的文化多样性，增强了民族文

37、化自豪感和认同感。Step 5： Homework1.Mastertheuseofcorevocabularyandunderstandthelonganddifficultsentences.2.Write down your own experience to a culturally diverse place and your own opinion of cultural diversity.设计意图：利用主题词块在理解的基础上，对其学会运用。 （第6、7课时） Reading for WritingStep1: leading in：Give students some pictu

38、res of Chinatown to let them to guess where it is and let them know something about Chinatown.设计意图：通过图片进行课程导入，先让学生初步了解Chinatown，增加兴趣Step2: Reading：1.Let students go through the passage and master the main idea of the passage, and then answer the questions：Who are the target readers？What is the write

39、rs purpose of writing this test? 2.Let students read the passage carefully and answer the question：What is the structure of the passage？1/2345/63.Letstudentsreadthearticleparagraphbyparagraphandfillin theblanks in groups.1. Pick out some sentences which describe the characters of Chinatown to rewrit

40、e the article.Welcome to Chinatown, the Chinatown in San Francisco is the biggest in America and also the oldest the climate is mild all year round, meaning its always a good time to visit. Historically Chinese immigrants settled in the area during the railroad construction and gold rush period. How

41、ever most of Chinatown was destroyed in the 1906 earthquake, and the city and residents rebuild it, taking care to include lots of Chinese architecture. In addition, the stores in the Chinatown offer a unique range of souvenirs, goods, and clothing. But perhaps what many tourists and San Francisco t

42、reasure most about China is its food .Chinatown are an important part of the diverse culture of the USA.设计意图：1) 让学生充分阅读和理解课文，分析文本采用总分总写作手法，使用框图填词，帮助学生更直观总结文中重点信息及重点词汇的运用，以及文本所传达的深层含义2) 改写文本目的是为下一步写作做好铺垫，同时也是检测学生改写文本的能力，是否有将重要信息连贯成新文本的能力Step3:Reading for writing Read the passage on P76 WORKBOOK, then

43、 discuss the questions in groups based on the information in it .What are some common cultural symbols of American?Can you think of other symbols of American culture?设计意图：多角度阅读美国多元文化的文本，从中体味多元文化的含义Step 4: Writing1.Ingroups,brainstormasmuchinformationaspossibleaboutyourcityortown anditsculture.Thinka

44、boutthesequestions:Whatisuniqueaboutyourcityortown?Isitacityortownwithdiversecultures?Whatexamplescanyougivetoillustrateitsuniquefeature? Give students some pictures of our city and remind students to write down valuable ideas during the discussion, finally ask the students to discuss how to organiz

45、e the information, build a structure and write a simple outline.2.Write a first draft and revise it. Ask the students to write an article about their home town based on the outline they have completed and the following phrases.is located in /onis divided up intois known foris rich in at the foot ofi

46、s surrounded byis in size the most popular/ greatest/ largesthas a history of yearshas a population of is home toethnic groupspopular festivals/ foods/ tourist sites include3.After finishing the first draft, ask students to exchange the first draft with a partner. Use the checklist to give feedback

47、on your partners draft. Isthecity/townintroductionclear?Istheinformationspecificandallthefactscorrect?Doesthecityortownintroductioncontainalltheimportantinformation?Istheinformationarrangedinagoodorder?Doesthepassagehaveaproperbeginningandconclusion?Arethereanygrammar,spelling,orpunctuationerrors?1.

48、 Finally, ask students to take back the first draft and revise and finalize it at the suggestion of their partners设计意图：1) 创作产出阶段：根据提供的提示问题及前期搭好的框架，学生创造性的写出一篇介绍当地民族特色的文章。2) 评价环节：学生通过互评，从中既看到自身不足，更是从其他学生那儿学习到优点，达到互惠作用，提升评价能力。Step 5: showing writingAsk a few students to read their own work, the teacher

49、 guides other students to evaluate and appreciate to see which students introduction to the hometown is more accurate and vivid, which students work has more appeal. The teacher may ask the students to name several advantages of the article or offer suggestions for further modification, more student

50、 works can be displayed on the class wall after class.进一步评价阶段：在教师指导下，展示几篇作文，从语言用词准确性，文笔优美性，主题突出性等几个方面集体评价，给出可修改建议。Step 6 Homework1.Read the passage again in this section to better understand the passage.2.Polish the draft about an induction to your city/town.品味经典，打磨本色教学反思与评价本单元学习紧紧围绕多元文化这个主题，利用听、说、读

51、、看、写语言学习技能，将语音知识、词汇知识、语法知识、语篇知识很好组织起来创造性产出2个文本：描述你熟悉的具有多元文化的城市和宣传具有多元文化城市的旅游小册子。能很好利用主题单元中重点词、句从新文本中产出，这就是学习主题单元的意义所在。本篇亮点：一、单元教学目标始终以发展英语学科核心素养为宗旨，围绕主题语境整体设计学习活动，概括与主题相关的语言知识、文化知识、语言技能和学习策略，本单元凸显培养学生文化意识，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，同时也培养语言能力、思维品质、学习能力。二、语篇教学部分：设有两个语篇，这两个语篇既服务于单元主题意义又体现在单元主题意义的小单元

52、的语篇教学的功能。Reading and thinking设计2课时，重在reading上，不仅要求学生在阅读过程中把握旅行日记写作特点，找出含有多元文化含义的关键词块，还要挖掘文本背后隐藏的作者对多元文化的态度、情感、价值观。对于语言知识的学习，在读后能改写文章，以短文填词的形式出现并体味重点词在文本语境中的用法。Reading for writing重在writing，首先通过对文本结构重新梳理，将文本改为三段式，为后面读后写作做结构上的铺垫。在改编的文本基础上分析文本特点，为写的活动奠定一定语言运用基础，在教师指导下，通过学生互评作文，发现他人亮点，从中受益。一根主线（多元文化）贯穿始末

53、（整体单元） 通过语言技能（听、说、读、看、想、写）系列问题链关联活动将listening-speaking -talking-reading-writing连成一条线，围绕着多元文化这个主题展开。两种关联：1. 在主题意义下的小单元外部之间的关联： 小单元1：Opening page +Listening and speaking, Listening and talking 小单元2：Reading and thinking 小单元3：Reading and writing 2. 小单元内部的关联 小单元1：Opening page +Listening and speaking List

54、ening and talking 小单元2：Reading thinking 小单元3：Reading writing1. 听说环节-通过听环节帮助学生了解美国多元文化下的饮食融合，创新出新食品，又通过说的环节介绍中国文化的多样性-苗族和侗族少数民族文化的特性。2. 听说读环节-通过读文本，指导学生找出能体现主题意义的多元文化的词汇、句子，同时理解重点词汇在句子中的作用，并能利用语块结构重新改写文本。3. 读写环节-指导学生通过读所获取的信息，进行知识迁移，创造性的写出具有多元文化特色的文本。有关作业的关联性：1. Talk about your understanding of cultu

55、ral diversity from different aspects, for example, in terms of language, food, dress, etc.2. Introduce a Chinese minority food and its origins.3. Mastertheuseofcorevocabularyandunderstandthelonganddifficultsentences.4. Write down your own opinions of cultural diversity5. Read the passage again in th

56、is section to better understand the passage.6. Polish the draft about an induction to your city/town.教育的本质是一棵树摇动另一棵树，一朵云推动另一朵云，一个灵魂唤醒另一个灵魂。Education is a tree shaking a tree, a cloud to promote a cloud, a soul awaken another soul.（教育是人对人的主体间灵肉交流活动，包括知识内容的传授、生命内涵的领悟、意志行为的规范、并通过文化传递功能，将文化遗产教给年轻一代，使他们自由地生成，并启迪其自由天性）。教学反思：1. 本单元语法-省略句的学习，对于语法学习应在具体语境中体现其功能，而该单元也只能在听力中个别体现，无法把省略句的句法功能都呈现出来。2. 传统语法课枯燥无味，有没有什么方法提升课堂活力？