Unit 3 Diverse Cultures Assessing Your Progress 教学设计-2023-2024学年高一英语人教版（2019）必修第三册

教学设计 课程基本信息 学科 高中英语 年级 高一年级 学期 春季 课题 Book3 Unit3 DIVERSE CULTURES Period 6 Assessing Your Progress 教科书 英语必修第三册 教学目标 1. Consolidate and check what students have learnt in this unit when it comes to vocabulary. 2. Consolidate and check what students have learnt in this unit when it comes to grammar. 3. Help students summarize and reflect the content of this whole unit and have a deeper understanding of the diverse cultures in this world. 教学内容 教学重点： 1.Enable students to proficiently master the usage of some important vocabulary in this unit. 2 2. Enable students to proficiently master the usage of ellipsis. J教学难点： 1.Ask students to proficiently master the usage of some important vocabulary and strengthen the application of Grammar "Ellipsis" in this unit. 2. Help students summarize and reflect the content of this whole unit and have a deeper understanding of the diverse cultures in this world. 教学过程 Step1 Lead-in In this unit, we have learnt about and discuss cultures and how they shape people. As a Chinese, it’s our duty to promote Chinese culture and tell the Chinese story Well, in this process, we should master some specific words, let’s grasp the usage Of some important words. Step2 Teaching Task One 1. According to the words and its part of speech, say out its meaning, different forms and pay attention to important phrases. admit claim diverse downtown fold mild mission occur select settle suit super super vocabulary Part of speech meaning Different forms Important phrase admit v. claim vt.&n. diverse adj. downtown adv. fold vt.&vi. mild adj. mission n. occur vi. select vt. settle vt.&vi. suit n.&vt. super adj.&adv. 2. Go for Assessment Complete the following sentences using the correct forms of the words in the box. (1) The population of this district is quite ________ with immigrants from many countries ________ here. (2) When Columbus landed in the New World, he ________ the land for Spain. (3) The famous bar street is located in the ___________ area of the city. A large number of restaurants and cafes have opened along the street since 2000. (4) I don’t think a man’s main ________ in life is to earn as much money as possible. My dream is to live a more meaningful life. (5) It was confirmed that a ______ earthquake _________ at 6:37 p.m. on Saturday evening in Hebei Province, causing no damage. (6) She really did a _______ job. I must _______ that she is the best designer I have ever met. (7) We have a range of gifts to _____ all tastes, and we also have a programme that can make it quicker and easier for you to _______ from our products. (8) He arranged all the books in a neat row and then put his _______ clothes away. Step3 Teaching Task Two 1. Using the Mind Map to go over the application of Grammar "Ellipsis" in this unit. e.g. 1.Why (do you) not say hello to him? Why not say hello to him? 省略主谓语或主谓语的一部分。 2. --He hasn't finished the task yet. --Well, he ought to have(finished the task). --Well, he ought to have. 如果宾语是be动词或完成时态时，须在to之后加上be或have。 3. --Have you finished your work? --(I have) Not (finished my work) yet. 同时省略几个成分。 2. Go for Assessment Simplify the underlined sentences using ellipsis. Then role-play the conversation. Pay attention to how ellipsis is used. A: We’ve got to write a paper on music in the US. Do you have any ideas about what kinds of music are popular there? I only know hip-hop seems popular. B: Yeah. Hip-hop is generally popular in the US, but different parts of the country listen to different types of music. A: Can you give an example of this? B: Well, for example, in southern US, they have their own culture. A: So, do you mean they have something like a subculture? B: Right. The history in that region has given them a different identity. A: Country music is popular there, right? B: Well. Not only is country music popular in the south, but blues, rock and roll, bluegrass, and jazz are popular in the south as well. A: Ah, of course they are popular! I forgot about New Orleans jazz! Step4 Teaching Task Three Reflecting 1.What did you learn about cultural diversity in this unit? The theme of this unit is cultural diversity in this world. Students begin by diving into American food, then learn something about the history and culture of San francisco and the Chinese experience in America. After that, they will be briefly introduced ethnic minority cultures in China. After reading an introduction to San Francisco's Chinatown, they will make a travel brochure for tourists coming to visit China. It is hoped that students will not just learn about other countries, but will learn how to better understand, appreciate, reflect on, and describe their own country from the examples provided in the unit. 2.what else would you like to know about different cultures around the world? 3.what was the most interesting thing that you learnt in this unit? 4.What problems did you have in learning this unit? Overall, I thought this unit was ○interesting ○useful ○so-so ○ difficult Step 5: Assignment 一、按括号中的要求翻译下列经典句式（共5小题；每题4分，满分20分） 1.现在很多大学生去大城市如北京、上海谋出路，而有些大学生更喜欢呆在二级城市。（seek one’s fortune） ________________________________________________________________________________________________________ 2.让他妈妈感到兴奋的是他被重点大学录取了。（what引导的主语从句; be admitted to/into） ________________________________________________________________________________________________________ 3.同时，我们会做各种美食，从鱼肉、猪肉到蔬菜不等。(range from......to......) ________________________________________________________________________________________________________ 4.这里有众多美丽的古建筑，一些坐落于大山之巅。（独立主格结构） ________________________________________________________________________________________________________ 5.我们国家有很多的风景名胜，其中大部分都因历史悠久而闻名。(非限制性定语从句） ________________________________________________________________________________________________________ 二、语法填空（文中加黑词汇为本单元的重点词汇）（共15小题；每题2分，满分30分） You know the feeling - your ears start to warm up, your tongues go numb, you start sweating and starting taking deep breaths. You’re just eaten something __①____(spice), knowing it would be painful, and yet, you chose to do it anyway. We are now ______②______(definite) used to diverse spicy foods, ___③_______(range) from mildly spicy to extra spicy. However, it hardly ____④_______ (occur) to us that Columbus, ___⑤____ great explorer, enriched the menus by bring chilli pepper from America to Spain. Columbus’ decision to sail west to reach the East was based on his belief __⑥_____the earth was round. He got _____⑦______ (finance) support from the King of Spain and headed westwards. His mission was to find a new route to India ____⑧___produced spices. Previously, Europeans imported a series of goods like china and pepper from the east. Apart from a carefully folded letter to the Khan of India, Columbus also brought some _____⑨___ (select) presents and souvenirs. When Columbus’ boots landed on the beach of the West Indies, it meant chilli pepper would find its way worldwide. The sailors received a warm welcome from a group of natives who wore fancy clothing and accessories __⑩____ (make) of gold. Afterwards, Columbus claimed the land for Spain. Columbus collected some unusual items, and went back home. Columbus’ exploration did not promote the construction of the local economy. However, Columbus had an encounter with chilli pepper first hand on his second voyage. In a journal he wrote, “There is a kind of red pepper ...” This ingredient that was to change the menus contains piperine (胡椒碱). It is believed that the Zhejiang residents were the first to get access to chill. Instead of using it ___⑪____an ingredient, people treated this ___⑫_____ (herb) material as a garden plant. The ethnic minorities in Guizhou district were among the first ___⑬___ (have) a taste of chilli. They used it as a replacement of salt. Now a __⑭________ (percent) of 75 percent of the world use chilli as a basic material of food. Mapo Tofu, Spicy Mushroom Rice, Mexico food, to name but a few. From the neat super restaurants to the smoky downtown jazz bar, there is spicy food _____⑮________ (suit) everyone’s taste. We must admit that no one can escape the temptation (诱惑) of spicy foods. 附加作业： Make a mind-map of the content you have learnt in this unit. 学科网（北京）股份有限公司 $$